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The goal of text-procedure-oriented writing instruction models is to foster metalinguistic awareness, but they lack a sound theoretical foundation for the concept of metalinguistic awareness. In response to this, this paper discusses theories from the field of metalinguistic awareness research, which are then used to develop a text-procedure-orientated writing instruction model. Using a mixed methods approach which combines inferential statistics, corpus analysis and the in-depth analysis of individual cases, the writing instruction model was evaluated, and the texts produced by the students were analyzed in conjunction with their collaborative writing dialogues (since these document the genesis of the texts) to examine the relationship between metalinguistic awareness and academic writing competence.

Zum Begriff der Sprachbewusstheit in der Schreibforschung und -didaktik: Ein Beitrag zu seiner theoretischen und empirischen Fundierung