Adapting Writing about Writing: Curricular Implications of Cross-Institutional Data from the Writing Transfer Project.

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Bibliographic Details
Title:	Adapting Writing about Writing: Curricular Implications of Cross-Institutional Data from the Writing Transfer Project.
Authors:	Hayes, Carol¹, Jones, Ed², Gorzelsky, Gwen^3,4, Driscoll, Dana L.⁵
Source:	WPA: Writing Program Administration - Journal of the Council of Writing Program Administrators. Spring2018, Vol. 41 Issue 2, p65-88. 24p.
Subject Terms:	Teaching methods, Creative writing education, *College curriculum
Abstract:	Writing about writing (WAW), an approach to teaching first-year writing (FYW) that focuses on engaging students in metacognitive reflections about their own writing choices while immersing students in writing studies concepts and literature, offers an approach to teaching F YW that emphasizes transferability: WAW attempts to prepare students to write successfully in the writing contexts they'll encounter after they leave FYW. Not all writing programs can implement a WAW curriculum, however. This article reports on the results of a three-university study, where two universities used writing studies course readings in their writing classes, while the third university- whose local context did not allow implementation of a WAW curriculum-used a theme-based approach to teaching FYW. Our results suggest that some transfer-related factors (including metacognitive reflection on writing choices and attention to audience in particular rhetorical situations) can be taught using a variety of pedagogical approaches, but that students may need explicit, writing studies-based curricula to learn the transfer-focused factor of genre awareness. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Writing about writing (WAW), an approach to teaching first-year writing (FYW) that focuses on engaging students in metacognitive reflections about their own writing choices while immersing students in writing studies concepts and literature, offers an approach to teaching F YW that emphasizes transferability: WAW attempts to prepare students to write successfully in the writing contexts they'll encounter after they leave FYW. Not all writing programs can implement a WAW curriculum, however. This article reports on the results of a three-university study, where two universities used writing studies course readings in their writing classes, while the third university- whose local context did not allow implementation of a WAW curriculum-used a theme-based approach to teaching FYW. Our results suggest that some transfer-related factors (including metacognitive reflection on writing choices and attention to audience in particular rhetorical situations) can be taught using a variety of pedagogical approaches, but that students may need explicit, writing studies-based curricula to learn the transfer-focused factor of genre awareness. [ABSTRACT FROM AUTHOR]
ISSN:	01964682