The Fourth Element: Integrating Transfer Talk Into Teaching For Transfer

2021 ◽  
Author(s):  
Danielle Lund
Keyword(s):  
Collaborative Learning ◽  
Writing Studies ◽  
First Year ◽  
Shared Understanding ◽  
Opportunities To Learn ◽  
First Year Writing ◽  
Concept Transfer ◽  
Writing Transfer ◽  
Writing Knowledge

In Writing Studies, one of the most debated topics is whether or not we can teach students to engage in writing transfer. In order to help students, we must engage them in learning about transfer as often as possible, especially in their first-year writing (FYW) courses, with teaching- for-transfer-specific pedagogies, like the widely known Teaching for Transfer (TFT) (Yancey et al. 2014). However, there are some elements that have yet to be fully developed in their research, like the role of collaborative learning. With this thesis, I argue for the integration of a new concept, Transfer Talk (TT) (Nowacek et al. 2019), into the TFT curriculum as the fourth element. Scholars who use TT strategies suggest that students should collaborate with their peers to consider their prior writing knowledge and build a shared understanding of what writing knowledge looks like. By integrating TT into the TFT curriculum as the fourth element, we will provide students with more opportunities to learn about transfer in the hopes that they will be more successful when transferring writing knowledge in future composing situations, both in and out of school.

The role of the iPad in collaborative learning in a large-enrollment first-year physics module

2016 ◽  
Vol 51 (4) ◽  
pp. 045017 ◽  
Author(s):  
Brandon van der Ventel ◽  
Richard Newman ◽  
Lise Botes ◽  
Alan Goldberg
Keyword(s):  
Collaborative Learning ◽  
First Year ◽  
Large Enrollment

scholarly journals Teaching for Critical Consciousness During the Student Debt Crisis

2020 ◽  
Vol 118 ◽  
Author(s):  
Gregory Bruno
Keyword(s):  
Critical Pedagogy ◽  
Critical Consciousness ◽  
Meaning Making ◽  
Debt Crisis ◽  
Paulo Freire ◽  
First Year ◽  
Student Debt ◽  
First Year Writing ◽  
Writing Class

These teaching notes describe one educator’s experience facilitating dialogue around student debt and college cost in the first-year writing class. Rooted in the work of Paulo Freire, particular attention is paid to the role of critical pedagogy and meaning-making practices in these complex political and economic contexts. 

scholarly journals Helping Students Gain A Better Understanding of Writing

2014 ◽  
Author(s):  
Jessica Ulmer
Keyword(s):  
Writing Skills ◽  
Writing Pedagogy ◽  
Writing Studies ◽  
College Writing ◽  
First Year ◽  
College Level ◽  
First Year Writing ◽  
The Third ◽  
Two Year College ◽  
Course Sequence

<p>The primary purpose of this study is to develop a curriculum for first-year writing that can be taught at the two-year college to help students transfer writing skills to courses taken afterwards. The second chapter aims to define what transfer is and identify a few different approaches to teach for transfer, which led to the discovery of the Writing about Writing pedagogy as developed by Douglas Downs and Elizabeth Wardle. This research was influenced heavily by Anne Beaufort’s <em>College Writing and Beyond </em>as well. Following this, the third chapter examines the nature of the two-year college that makes it uniquely difficult to teach for longer term transfer of writing skills. Finally, chapter four features a review of the Writing about Writing pedagogy and textbook, which leads to development of a course sequence for use at a two-year college. This study supports the implementation of an introduction to writing studies course sequence at the two-year college level to aid in the transfer of writing skills. </p>

Reinventing the university: EUI as writing initiative

2013 ◽  
Vol 6 (3) ◽  
pp. 79-88
Author(s):  
Catherine Prendergast
Keyword(s):  
Higher Education ◽  
Writing Studies ◽  
First Year ◽  
Research Writing ◽  
First Year Writing ◽  
University Of Illinois ◽  
American Higher Education ◽  
The Core ◽  
Writing Course ◽  
The University

This article reports on the multi-year collaboration between the Ethnography of the University Initiative (EUI) at the University of Illinois and the University's Rhetoric Program, a required first-year writing course. I argue that this collaboration was successful in large part because the goals of writing programmes in American higher education settings – teaching the process of research, inviting students to see themselves as producers of knowledge and fostering collaboration between peers – are highly consonant with principles of EUI. Indeed, my own history with EUI reflects the parallel commitment of Writing Studies and the methods and goals of EUI. I suggest that EUI can serve as a powerful model for universities if they seek to place undergraduate student research writing at the core of their mission.

scholarly journals Participation in hybrid sketching

2018 ◽  
Vol 11 (3) ◽  
Author(s):  
Arild Berg
Keyword(s):  
Collaborative Learning ◽  
Public Art ◽  
Participatory Design ◽  
Health Centre ◽  
Design Approach ◽  
Shared Understanding ◽  
Creative Processes ◽  
Field Management

In the age of digitalisation, the role of the sketch has taken new forms, but it still works as a mediator between people who work to create something together. There is, however, a lack of knowledge about how the sketch can be used as a strategy to increase participation and collaboration in creative processes. Participation in various types of sketching was explored through a case study with a participatory design approach in a public art project for a health centre. The study demonstrated how hybrid materialisations of a sketch have value as a communicative medium. Essential concepts emerged from collaborative learning in fieldwork that created shared understanding based on drawing experiments. The concepts contribute to a typology of hybrid sketches used as creativity skills in the expanded field of art.   Keywords: Collaborative learning, participatory design, artistic research, drawing in the expanded field, management of creative processes

scholarly journals The Community of Inquiry in Writing Studies Survey: Interpreting Social Presence in Disciplinary Contexts

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Mary K. Stewart ◽  
Lyra Hilliard ◽  
Natalie Stillman-Webb ◽  
Jennifer M. Cunningham
Keyword(s):  
Social Learning ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Writing Studies ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
First Year ◽  
First Year Writing ◽  
The Social ◽  
Social Comfort

This article applies the Community of Inquiry (CoI) framework to a particular disciplinary context: first-year writing (FYW). Students enrolled in online FYW courses across three institutions (n = 272) completed a version of the CoI survey that was slightly modified to fit the disciplinary context of writing studies. A factor analysis was conducted to determine how well the CoI in Writing Studies data aligned with typical CoI survey research; teaching presence and cognitive presence loaded onto single factors, but the social presence items divided into multiple factors. The authors put their findings in conversation with other scholarship about social presence, especially Carlon et al. (2012) and Kreijns et al. (2014), and advocate for differentiating between survey items that relate to “social presence,” “social comfort,” “attitude,” and “social learning.” They also recommend that future disciplinary uses of the CoI Survey include survey items that ask students to report on the extent to which they engaged in the types of social learning that the discipline values.

scholarly journals Authenticity and the Rhetoric of “Selling” on Social Media: A Role-writing Assignment Set

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Jessica McCaughey
Keyword(s):  
Social Media ◽  
Role Playing ◽  
Writing Pedagogy ◽  
Writing Studies ◽  
Professional Writing ◽  
First Year ◽  
Transfer Of Knowledge ◽  
First Year Writing ◽  
Writing Course ◽  
Writing Assignment

Rooted in a hybrid, themed, first-year writing course titled Please Like Us: Selling with Social Media and drawing on the disciplines of business, marketing, and writing studies, the two sequenced assignments explored here rely upon role-playing and “role-writing” for specific outside professional audiences. A semester-long blog project serves as a jumping off point for a researched, multi-disciplinary social media marketing proposal, providing students with the chance to examine social media in both rhetorical and professional terms. The accompanying article explores these assignments in the context of “authenticity” and with an eye toward not only principles of writing pedagogy, but also the transfer of knowledge and process between academic and professional writing.

scholarly journals What Can Students Tell Us about “Skill Building” in Canadian Writing Studies?

2021 ◽  
Vol 30 ◽  
pp. 314-322
Author(s):  
Christopher Eaton
Keyword(s):  
Narrative Research ◽  
Writing Pedagogy ◽  
Writing Studies ◽  
First Year ◽  
Writing Teachers ◽  
Open Spaces ◽  
First Year Writing ◽  
Writing Class ◽  
The One ◽  
Skill Building

This paper comes from narrative research that I did with ten former students who reflected on their experiences with writing both in a first-year writing class and beyond. As the participants and I worked together, it became clear that there was the tension between the way they described process and skill building in writing pedagogy. They emphasized that process and scaffolding were integral to their learning, but they equally emphasized the one-off, skills-oriented components of our work. Many conversations in Canadian writing studies have focused on dismantling or resisting the skills narrative, but the tension in the participants’ responses prompted me to think about this differently. The paper explores the tension between skills and process to argue that perhaps skill building has its place in our contexts, and that we as writing teachers and scholars must think about it differently in order to articulate the value of the work that we do. If we can use the skills-oriented components of our courses to open spaces to discuss the less quantifiable elements of our work that often get overlooked (i.e., scaffolding), then we may put ourselves in a better position to advocate for increased resources and funding.

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