Cover

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Title Page, Copyright Page

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Contents

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Acknowledgments

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pp. vii-x

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1. The Content of Composition, Reflective Practice, and the Transfer of Knowledge and Practice in Composition

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pp. 1-36

Since the formation of the field of composition studies in the latter half of the twentieth century, writing faculty have worked to develop writing courses that will help students succeed; indeed, in Joe Harris’s (1996) invocation of the 1966 Dartmouth Conference mantra, composition...

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2. The Role of Curricular Design in Fostering Transfer of Knowledge and Practice in Composition: A Synthetic Review

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pp. 37-59

As we saw in chapter 1, we do know something about students’ transfer of knowledge and practice in writing. We know, for instance, that when students come to college directly from high school, they bring with them some school-supported writing practices and understandings...

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3. Teaching for Transfer (TFT) and the Role of Content in Composition

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pp. 60-102

As explained in the last chapter, while several teacher-scholars have created new curricula designed to support students’ transfer of knowledge and practice in writing, we have yet to fully explore if or how the content in a first-year composition class influences the writing...

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4. How Students Make Use of Prior Knowledge in the Transfer of Knowledge and Practice in Writing

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pp. 103-128

As the previous chapter suggests, one significant factor influencing students is their prior experience. Marta and Emma, for instance, who brought to college very positive writing experiences from high school, continue to draw on that prior knowledge almost mechanically, while...

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5. Upon Reflection

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pp. 129-149

We opened this book, in part, by looking at McCarthy’s (1987) Dave and thinking about how we might help students like Dave make sense of the multiple sites of writing in postsecondary education. Toward that end, we began by reviewing and cross-referencing multiple definitions...

Appendix A: Course Policies and Syllabus

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pp. 150-156

Appendix B: Overview of Major Assignments

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p. 157

Appendix C: Week-by-Week Schedule

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pp. 158-168

Appendix D: Interview Questions

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pp. 169-179

References

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pp. 180-185

About the Authors

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p. 186

Index

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pp. 187-191