"Types of Writing," Levels of Generality, and "What Transfers?": Upper-Level Students and the Transfer of FirstYear Writing Knowledge.
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| Title: | "Types of Writing," Levels of Generality, and "What Transfers?": Upper-Level Students and the Transfer of FirstYear Writing Knowledge. |
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| Authors: | Whicker, John H. jwhicker0@gmail.com |
| Source: | Across the Disciplines. 2021, Vol. 18 Issue 3/4, p284-304. 21p. 9 Charts. |
| Subject Terms: | *Transfer students, *Transfer of students, Knowledge transfer |
| Geographic Terms: | United States |
| Abstract: | Transfer-focused pedagogies like Writing about Writing (WAW) or Teaching for Transfer (TFT) have claimed to better facilitate transfer of writing knowledge from first-year composition (FYC) courses. These pedagogies have emerged alongside research indicating that students in upper-level writing intensive courses often do not transfer FYC knowledge. While research has suggested that these transfer-focused pedagogies do improve transfer during subsequent semesters, research has not sought to determine whether students’ long-term attitudes toward FYC knowledge is affected by these pedagogies. This article presents the results of an IRB-approved pilot survey study of what students enrolled in upper-level writing intensive courses at a small, private, Catholic, suburban university in the Midwestern United States remembered learning in their FYC courses, and whether they perceived that knowledge as having been useful for their writing. Results seem to indicate that some transfer-focused pedagogies do have significant effects on students’ perceptions of the usefulness and transferability of what they recall learning in FYC. Additionally, many students identify conceptual knowledge of genre and discourse communities as useful for their upper-level writing, though often using alternative terms, particularly types, styles, forms, or formats of writing. To a large extent, this is true regardless of whether students enrolled in a transfer-focused course or not, but responses from those who experienced a transfer-focused course give indications of a more sophisticated understanding. These results might indicate that students may be predisposed to remember and connect knowledge at intermediate levels of generality that could lead to new possibilities for teaching for transfer. [ABSTRACT FROM AUTHOR] |
| Copyright of Across the Disciplines is the property of WAC Clearinghouse and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 158039520 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: "Types of Writing," Levels of Generality, and "What Transfers?": Upper-Level Students and the Transfer of FirstYear Writing Knowledge. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Whicker%2C+John+H%2E%22">Whicker, John H.</searchLink><i> jwhicker0@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Across+the+Disciplines%22">Across the Disciplines</searchLink>. 2021, Vol. 18 Issue 3/4, p284-304. 21p. 9 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Transfer+students%22">Transfer students</searchLink><br />*<searchLink fieldCode="DE" term="%22Transfer+of+students%22">Transfer of students</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+transfer%22">Knowledge transfer</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Transfer-focused pedagogies like Writing about Writing (WAW) or Teaching for Transfer (TFT) have claimed to better facilitate transfer of writing knowledge from first-year composition (FYC) courses. These pedagogies have emerged alongside research indicating that students in upper-level writing intensive courses often do not transfer FYC knowledge. While research has suggested that these transfer-focused pedagogies do improve transfer during subsequent semesters, research has not sought to determine whether students’ long-term attitudes toward FYC knowledge is affected by these pedagogies. This article presents the results of an IRB-approved pilot survey study of what students enrolled in upper-level writing intensive courses at a small, private, Catholic, suburban university in the Midwestern United States remembered learning in their FYC courses, and whether they perceived that knowledge as having been useful for their writing. Results seem to indicate that some transfer-focused pedagogies do have significant effects on students’ perceptions of the usefulness and transferability of what they recall learning in FYC. Additionally, many students identify conceptual knowledge of genre and discourse communities as useful for their upper-level writing, though often using alternative terms, particularly types, styles, forms, or formats of writing. To a large extent, this is true regardless of whether students enrolled in a transfer-focused course or not, but responses from those who experienced a transfer-focused course give indications of a more sophisticated understanding. These results might indicate that students may be predisposed to remember and connect knowledge at intermediate levels of generality that could lead to new possibilities for teaching for transfer. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Across the Disciplines is the property of WAC Clearinghouse and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=158039520 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.37514/ATD-J.2022.18.3-4.05 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 284 Subjects: – SubjectFull: Transfer students Type: general – SubjectFull: Transfer of students Type: general – SubjectFull: Knowledge transfer Type: general – SubjectFull: United States Type: general Titles: – TitleFull: "Types of Writing," Levels of Generality, and "What Transfers?": Upper-Level Students and the Transfer of FirstYear Writing Knowledge. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Whicker, John H. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 15548244 Numbering: – Type: volume Value: 18 – Type: issue Value: 3/4 Titles: – TitleFull: Across the Disciplines Type: main |
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