Writing across Contexts

Transfer, Composition, and Sites of Writing

Nonfiction, Reference & Language, Language Arts, Writing & Publishing, Composition & Creative Writing, Education & Teaching, Teaching, Teaching Methods
Cover of the book Writing across Contexts by Kathleen Yancey, Liane Robertson, Kara Taczak, Utah State University Press
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Author: Kathleen Yancey, Liane Robertson, Kara Taczak ISBN: 9780874219388
Publisher: Utah State University Press Publication: May 15, 2014
Imprint: Utah State University Press Language: English
Author: Kathleen Yancey, Liane Robertson, Kara Taczak
ISBN: 9780874219388
Publisher: Utah State University Press
Publication: May 15, 2014
Imprint: Utah State University Press
Language: English

Addressing how composers transfer both knowledge about and practices of writing, Writing across Contexts explores the grounding theory behind a specific composition curriculum called Teaching for Transfer (TFT) and analyzes the efficacy of the approach. Finding that TFT courses aid students in transfer in ways that other kinds of composition courses do not, the authors demonstrate that the content of this curriculum, including its reflective practice, provides a unique set of resources for students to call on and repurpose for new writing tasks.

The authors provide a brief historical review, give attention to current curricular efforts designed to promote such transfer, and develop new insights into the role of prior knowledge in students' ability to transfer writing knowledge and practice, presenting three models of how students respond to and use new knowledge—assemblage, remix, and critical incident.

A timely and significant contribution to the field, Writing across Contexts will be of interest to graduate students, composition scholars, WAC and writing-in-the-disciplines scholars, and writing program administrators.

 

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Addressing how composers transfer both knowledge about and practices of writing, Writing across Contexts explores the grounding theory behind a specific composition curriculum called Teaching for Transfer (TFT) and analyzes the efficacy of the approach. Finding that TFT courses aid students in transfer in ways that other kinds of composition courses do not, the authors demonstrate that the content of this curriculum, including its reflective practice, provides a unique set of resources for students to call on and repurpose for new writing tasks.

The authors provide a brief historical review, give attention to current curricular efforts designed to promote such transfer, and develop new insights into the role of prior knowledge in students' ability to transfer writing knowledge and practice, presenting three models of how students respond to and use new knowledge—assemblage, remix, and critical incident.

A timely and significant contribution to the field, Writing across Contexts will be of interest to graduate students, composition scholars, WAC and writing-in-the-disciplines scholars, and writing program administrators.

 

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