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.
About the Editors
Chris Anson is Distinguished University Professor and Director of the Campus Writing and Speaking Program at North Carolina State University. He has published fifteen books and more than 120 articles and book chapters relating to writing and has spoken widely across the U.S. and in 28 other countries.
Jessie L. Moore is Associate Drector of the Center for Engaged Learning and Associate Professor of English: Professional Writing & Rhetoric at Elon University. Her recent research examines transfer of writing knowledge and practices, multi-institutional research and collaborative inquiry, writing residencies for faculty writers, the writing lives of university students, and high-impact pedagogies.
Publication Information: Anson, Chris M., & Moore, Jessie L. (Eds.). (2016). Critical Transitions: Writing and the Question of Transfer. Perspectives on Writing. Fort Collins, Colorado: The WAC Clearinghouse and University Press of Colorado. Available at https://wac.colostate.edu/books/ansonmoore/
Online Publication Date: June 19, 2016.
Print Publication Date: March 1, 2017.
Chris M. Anson: firstname.lastname@example.org
Jessie L. Moore: email@example.com
Table of Contents
In PDF Format
In ePub Format
Introduction, Jessie L. Moore and Chris M. Anson
Part 1. Understanding Writers' Transitions
Chapter 1. Assembling Knowledge: The Role of Threshold Concepts in Facilitating Transfer, Linda Adler-Kassner, Irene Clark, Liane Robertson, Kara Taczak, and Kathleen Blake Yancey
Chapter 2. Attending to the Subject in Writing Transfer and Adaptation, Stuart Blythe
Chapter 3. Building a Conceptual Topography of the Transfer Terrain, Donna Qualley
Chapter 4. Writing and Global Transfer Narratives: Situating the Knowledge Transformation Conversation, Christiane Donahue
Part 2. Supporting Writers' Transfers at Critical Transitions
Chapter 5. Minding the Gap: Writing-Related Learning In/Across/With Multiple Activity Systems, Regina A. McManigell Grijalva
Chapter 6. Double Binds and Consequential Transitions: Considering Matters of Identity During Moments of Rhetorical Challenge, Elizabeth Wardle and Nicolette Mercer Clement
Chapter 7. Dynamic Transfer in First-Year Writing and "Writing in the Disciplines" Settings, Hogan Hayes, Dana R. Ferris, and Carl Whithaus
Chapter 8. Cultivating Constructive Metacognition: A New Taxonomy for Writing Studies, Gwen Gorzelsky, Dana Lynn Driscoll, Joe Paszek, Ed Jones, and Carol Hayes
Chapter 9. Students' Perceptions of the Transfer of Rhetorical Knowledge between Digital Self-Sponsored Writing and Academic Writing: The Importance of Authentic Contexts and Reflection, Paula Rosinski
Chapter 10. Liminal Space as a Generative Site of Struggle: Writing Transfer and L2 Students, Gita DasBender
Chapter 11. Negotiating Multiple Identities in Second- or Foreign-Language Writing in Higher Education, Stacey M. Cozart, Tine Wirenfeldt Jensen, Gitte Wichmann-Hansen, Ketevan Kupatadze, and Scott Chien-Hsiung Chiu1
Afterword, Chris M. Anson and Jessie L. Moore
Appendix A. The Elon Statement on Writing Transfer
Appendix B. The Video Journals Assignment
Appendix C. OCU English Department Composition Outcomes
Perspectives on Writing
Series Editors: Susan H. McLeod, University of California, Santa Barbara, and Rich Rice, Texas Tech University
This book is available in whole and in part in Adobe's Portable Document Format (PDF). It is also available in print at University Press of Colorado.