You are here

TRANSFER WITHIN FYC: TRACING THE OPERALIZATION OF WRITING-RELATED KNOWLEDGE AND CONCEPTS IN COMPOSITION

Download pdf | Full Screen View

Date Issued:
2011
Abstract/Description:
This study traces the transfer of writing-related knowledge and concepts from the composition classroom into the writing assignments composed by students within the same course. Working in a first-year-composition classroom taught through a writing-about-writing curriculum, the researcher observed students as they navigated from the initial learning of concepts such as rhetorical situations, writing processes, and discourse communities, into an application of these concepts in various writing assignments, including rhetorical analyses and discourse community profiles. By analyzing a composition instructor's objectives for her assignments and observing the interaction between students and their instructor in a single composition course for the duration of one semester, the researcher traced how students operationalized knowledge from the classroom and applied it in their own writing. After tracing this operalization through interviews with the instructor, observation of class activities and analysis of assignment sheets and student papers, the researcher proposes that instructors may encourage transfer within their composition classrooms by adequately presenting assignment objectives to students, and by allowing sufficient scaffolding of writing tasks. In this way, the researcher explains that students may be able to understand the objectives of their writing assignments in a way that may encourage them to apply the knowledge they learned in the classroom to the writing tasks assigned by their instructor.
Title: TRANSFER WITHIN FYC: TRACING THE OPERALIZATION OF WRITING-RELATED KNOWLEDGE AND CONCEPTS IN COMPOSITION.
21 views
16 downloads
Name(s): Martinez, Laura, Author
Wardle, Elizabeth, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2011
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This study traces the transfer of writing-related knowledge and concepts from the composition classroom into the writing assignments composed by students within the same course. Working in a first-year-composition classroom taught through a writing-about-writing curriculum, the researcher observed students as they navigated from the initial learning of concepts such as rhetorical situations, writing processes, and discourse communities, into an application of these concepts in various writing assignments, including rhetorical analyses and discourse community profiles. By analyzing a composition instructor's objectives for her assignments and observing the interaction between students and their instructor in a single composition course for the duration of one semester, the researcher traced how students operationalized knowledge from the classroom and applied it in their own writing. After tracing this operalization through interviews with the instructor, observation of class activities and analysis of assignment sheets and student papers, the researcher proposes that instructors may encourage transfer within their composition classrooms by adequately presenting assignment objectives to students, and by allowing sufficient scaffolding of writing tasks. In this way, the researcher explains that students may be able to understand the objectives of their writing assignments in a way that may encourage them to apply the knowledge they learned in the classroom to the writing tasks assigned by their instructor.
Identifier: CFE0003696 (IID), ucf:48829 (fedora)
Note(s): 2011-05-01
M.A.
Arts and Humanities, Department of English
Masters
This record was generated from author submitted information.
Subject(s): FYC pedagogy
transfer of writing-related knowledge
transfer studies
composition pedagogy
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003696
Restrictions on Access: public
Host Institution: UCF

In Collections