In Critical Transitions: Writing and the Question of Transfer, Chris Anson and Jessie Moore offer an important new collection about prior learning and transfer theories that asks what writing knowledge should transfer, how we might recognize that transfer, and what the significance is—from a global perspective—of understanding knowledge transformation related to writing. The contributors examine strategies for supporting writers' transfer at key critical transitions, including transitions from high-school to college, from first-year writing to writing in the major and in the disciplines, between self-sponsored and academic writing, and between languages. The collection concludes with an epilogue offering next steps in studying and designing for writing transfer.
Contributors: Linda Adler-Kassner, Chris M. Anson, Stuart Blythe, Scott Chien-Hsiung Chiu, Irene Clark, Nicolette Mercer Clement, Stacey M. Cozart, Gita DasBender, Christiane Donahue, Dana Lynn Driscoll, Dana R. Ferris, Gwen Gorzelsky, Regina A. McManigell Grijalva, Carol Hayes, Hogan Hayes, Tine Wirenfeldt Jensen, Ed Jones, Ketevan Kupatadze, Jessie L. Moore, Joe Paszek, Donna Qualley, Liane Robertson, Paula Rosinski, Kara Taczak, Elizabeth Wardle, Carl Whithaus, Gitte Wichmann-Hansen, Kathleen Blake Yancey
edited by Christine Farris & Chris M. Anson Utah State University Press, 1998 Library of Congress PE1404.U53 1998 | Dewey Decimal 808.04207
Few composition scholars two decades ago would have imagined the rate at which their field is now developing, expanding beyond its boundaries, creating new alliances, and locating new sites for research and generation of knowledge. In their introduction to this volume, Farris and Anson argue that, faced with a welter of competing models, compositionists too quickly dichotomize and dismiss.
The contributors to Under Construction, therefore, address themselves to the need for commerce among competing visions of the field. They represent diverse settings and distinct points of view, but their over-riding interest is in promoting a view of the field that values interaction and mutual development above dogmatics and isolation.
This edited collection explores theoretical and practical applications of the Writing-Enriched Curriculum (WEC) approach, an innovative and sustainable alternative to writing across the curriculum and writing in the disciplines. The collection’s purpose is to inform writing program administrators, teachers, scholars, and university officials about the model’s potential to transform the way writing is used and supported across courses and curricula in higher education. To this end, contributors offer theoretically grounded accounts of WEC or WEC-like programs and localized research that demonstrate the model’s impact and effectiveness within and across institutional contexts. The book has three sections: “The WEC Approach,” which describes the theoretical and practical basis informing WEC programs; “Accounts of Departmentally-Focused Implementation,” which considers specific campus initiatives to build WEC programs; and “Extensions and Contextual Variation,” which showcases ways in which the approach has led to cross-unit collaborations and varieties of implementation. Contributors bring scholarly and administrative experience to their investigations of WEC, and each has a track record of research and publication. Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation is the first collection dedicated to this innovative and tested approach.