Add to ORKGThis qualitative research project examines the relationship between students’ perception of their disciplinary identities, epistemologies, and writing and learning to write in an Intermediate Composition course. More specifically, this study investigates the impact of these “enculturative influences” on students’ perception of the writing classroom, uptake of writing studies skills and strategies, and eventual transfer of these skills and strategies to future writing contexts
This research begins with questions about transition and transfer—about the dimensions of writing ha...
As recently as 2012, Elizabeth Wardle called for writing studies researchers to give "attention to t...
As recently as 2012, Elizabeth Wardle called for writing studies researchers to give "attention to t...
Over the last decade, scholars in composition studies have devoted significant attention to the issu...
As instructors, it is very clear to us that our students all come from different backgrounds, differ...
As instructors, it is very clear to us that our students all come from different backgrounds, differ...
This project studies the effects on transfer of a learning-centered, co-constructed first-year writi...
As instructors, it is very clear to us that our students all come from different backgrounds, differ...
Situated in the literature on threshold concepts and transfer of prior knowledge in WAC/WID and comp...
Guided by four research questions, this mixed methods study examined students’ perceptions of their ...
Drawing on a multiple-case, embedded design (Yin, 2018), I highlight the in-depth differences and si...
The overall purpose of this study is to analyze how students talk and write about writing to underst...
This was an action research study examining 1) narratives community college writing students had abo...
Drawing on a multiple-case, embedded design (Yin, 2018), I highlight the in-depth differences and si...
textThe purpose of this study was to gain a better understanding of undergraduates’ metacognitive be...
This research begins with questions about transition and transfer—about the dimensions of writing ha...
As recently as 2012, Elizabeth Wardle called for writing studies researchers to give "attention to t...
As recently as 2012, Elizabeth Wardle called for writing studies researchers to give "attention to t...
Over the last decade, scholars in composition studies have devoted significant attention to the issu...
As instructors, it is very clear to us that our students all come from different backgrounds, differ...
As instructors, it is very clear to us that our students all come from different backgrounds, differ...
This project studies the effects on transfer of a learning-centered, co-constructed first-year writi...
As instructors, it is very clear to us that our students all come from different backgrounds, differ...
Situated in the literature on threshold concepts and transfer of prior knowledge in WAC/WID and comp...
Guided by four research questions, this mixed methods study examined students’ perceptions of their ...
Drawing on a multiple-case, embedded design (Yin, 2018), I highlight the in-depth differences and si...
The overall purpose of this study is to analyze how students talk and write about writing to underst...
This was an action research study examining 1) narratives community college writing students had abo...
Drawing on a multiple-case, embedded design (Yin, 2018), I highlight the in-depth differences and si...
textThe purpose of this study was to gain a better understanding of undergraduates’ metacognitive be...
This research begins with questions about transition and transfer—about the dimensions of writing ha...
As recently as 2012, Elizabeth Wardle called for writing studies researchers to give "attention to t...
As recently as 2012, Elizabeth Wardle called for writing studies researchers to give "attention to t...