The Fourth Element: Integrating Transfer Talk Into Teaching For Transfer

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.

Racial Sympathy and Support for Capital Punishment: A Case Study in Concept Transfer

Beliefs about race, especially racial resentment, are key predictors of public support for capital punishment and punitiveness generally. Drawing on a conceptual innovation by political scientist Jennifer Chudy, we explore the utility of transferring into criminology her construct of racial sympathy—or Whites’ concern about Blacks’ suffering. First, across three data sets, we replicate Chudy’s finding that racial sympathy and resentment are empirically distinct constructs. Second, based on a national-level 2019 YouGov survey (n = 760 White respondents) and consistent with Chudy’s thesis, racial sympathy is then shown to be significantly related to the race-specific view that capital punishment is discriminatory but not support for the death penalty or harsher courts. Racial sympathy also is positively associated with advocacy of rehabilitation as the main goal of prison. Notably, in all models, racial resentment has robust effects, increasing punitive sentiments. Taken together, the results suggest that racial sympathy is a concept that can enrich criminologists’ study of how race shapes crime policy preferences in the United States and beyond.

Analysis of the Concept of cтрах and Associated actions in Russian and their Translation into Spanish

Translation in cognitive linguistics is a point of intersection and a means of communication and interpretation between cultures. Currently, the studies which are carried out in the sphere of cognitive linguistics acquire significance due to their interdisciplinary character. This is because of the fact that their results are applicable to diverse fields, particularly in research on translation, as they present the issue of concept transfer, which construes complex mental categories. In this article we are going to carry out a parallel analysis of the concepts страх//fear in Russian and miedo//fear in Spanish with a view to addressing two issues: 1. The translation of the noun страх into Spanish. 2. The translation of actions associated with this noun. In order to address the first issue, we have studied two translations into Spanish of the work Белая Гвардия //La Guardia blanca// The White Guard by Bulgakov: that of Pablo Díaz Mora and that of José Laín Entralgo. The analysis which has been carried out has allowed us to structure the parameters which must be considered when translating the noun страх and understand the strategies followed by the previously mentioned translators when translating this concept. In order to analyze the second issue, we have researched the actions associated with the presence of the noun страх in Russian and their translations into Spanish, making use of the national corpus of the Russian language (RUSSCORPORA). In this study we show how the noun страх can appear in statements in which it performs the function of a direct object (преодолеть страх), and of a subject (страх мучил меня) as well as in structures of the type страх Vf+prep. (oт,из,с, в)+страх (дрожать от страха). This study has allowed us to confirm to what extent the actions associated with the presence of страх can find equivalents in Spanish, and what the most suitable strategies and techniques are for their translation into Spanish.

Pedagogical University-Supervised Chair in Schools as a Means for Educational Transfer

The article argues that a university-supervised chair at school is a new format of partnership between school and pedagogical university. The authors analyze socio-cultural background of the origin of university-supervised chairs and the possibilities for a qualitatively different research and methodology work of school teachers. The authors reveal specific features of the interaction of university faculty members and school teachers in their joint projects through the concept "transfer". Characteristics of such partnership are described (knowledge-based practice, mutually beneficial activities, practical orientation, efficiency) in the article. The article identifies and describes transfer zones, participants and forms of cooperation using theoretical analysis and focus group studies of cooperation between Omsk State Pedagogical University's departments and regional schools by a means of university-supervised chair. It is underlined that this cooperation should be undertaken by interdisciplinary teams.