This is the first post of a two-part series written by Adrienne Jankens, Angela Meador, and Thomas Trimble on metacognition’s role in the WSU Composition sequence. Why Metacognition? Metacognition and reflection’s roles within the WSU Composition sequence can be traced to two related contexts, one of which was institutionally-specific to WSU, and another connected to … Continue reading
What word, term, phrase, or concept helps you think about what it means to teach for transfer in ENG 1020 or across our sequence? Adrienne: Preparation for Future Learning, or PFL, is an integral term in my dissertation, because I am researching students’ ability to take knowledge from one assignment or experience in the course … Continue reading
Note: This it the fourth in a series of blog posts chronicling the piloting of the new ENG 1020 Curriculum. You can find all entries in the series here. When Jeff Pruchnic detailed how challenging adopting a new curriculum was given how tightly he wanted to hold on to old assignments that were natural, familiar … Continue reading
Note: This it the third in a series of blog posts chronicling the piloting of the new ENG 1020 Curriculum. You can find all entries in the series here. I come to the reflection upon the new ENG 1020 objectives and revisions from a different position. I have not taught ENG 1020 for quite a … Continue reading
On Tuesday 10.18.11 from 6:00 – 7:30 p.m., several transfer scholars (Barbara Bird, Debra Dew, Douglas Downs, David Slomp, and Elizabeth Wardle) discussed Writing About Writing (WAW) curricula and teaching for transfer with members of the Composition Program by Skype. In this conversation, these scholars addressed central issues in transfer research, teaching to promote transfer, … Continue reading
Embedded after the jump, video of the entirety of the Composition Program’s October Workshop on Sequencing Assignments, co-conducted by Erin Bell, LaToya Faulk, and Nicole Guinot Varty.