Abstract
Purpose of this study was to examine (1)the structure of "meta-cognitive knowledge" in writing expository text, (2)difference in "meta-cognitive knowledge" writers thought much of between experts and novices. In Study 1, structure of "meta-cognitive knowledge" in writing was examined, and three factors emerged : "easiness to transmit to readers", "readers' interests", and "easiness of words and phrases". Next, in Study 2, difference in "meta-cognitive knowledge" was examined by expert-novice comparison. Result showed the followings ; while experts made much of "easiness to transmit to readers" in text production, novices made much of "easiness of words and phrases" in text writing. However, result of self-evaluation toward meta-cognitive activities showed no difference between them. On the other hand, readers' evaluation showed higher scores on experts' meta-cognitive activities. These findings indicated that 1) it was important for writers to think much of "easiness to transmit to readers" in writing, but 2) some kind of training for cultivating abilities in using such meta-cognitive knowledge freely would be more important.
