by Jessie L. Moore As described in last week’s post, the Elon Statement on Writing Transfer highlights teaching practices that promote writing transfer. These include: Constructing writing curricula and classes that focus on the study of and practice with concepts that enable students to analyze expectations for writing within specific contexts. These include rhetorically-based concepts (such as genre, purpose, and audience); Asking students … Continue Reading →

George Kuh (2008) identifies Writing-Intensive Courses as a high-impact educational practice – a practice that facilitates both student retention and engagement. The Association of American Colleges and Universities describes Writing-Intensive Courses as “emphasiz[ing] writing at all levels of instruction and across the curriculum, including final-year projects. Students are encouraged to produce and revise various forms of writing for different audiences in different disciplines.”

Yet what do higher education stakeholders know about supporting student writing across the curriculum? How can universities best prepare students to write “for different audiences in different disciplines”? How can general education courses equip students with knowledge and strategies for writing in their majors and beyond? Writing transfer research tackles these questions. Continue Reading →