Abstract
In this project, students examine their previous definitions and associations with writing-related vocabulary and investigate the complexity of this terminology by interviewing other writers about their writing processes. The “Good Writing” Analysis is an argumentative paper that asks students to investigate a writing term and then argue for its significance to the writing process. As their evidence for this essay, students interview three people they consider to be good writers about how each writer uses or understands the chosen term as part of their writing process. This assignment is used in a first-year writing course which uses a Writing about Writing-based curriculum, but this assignment could easily be used in any unit that asks students to investigate the writing process. By completing this assignment, students broaden their definitions of writing vocabulary and its impact on good writing, they gain experience in conducting and coding interviews, and they develop metacognitive awareness of themselves as writers and researchers.