- What is the experience of Resistant Writers in writing courses?
- What role conflicts influence the student experience in first-year writing and beyond?
- What do students remember from writing instruction (in first year writing and beyond) and then transfer to later writing tasks while in college?
- How can we apply the classical canons of rhetoric regarding memory as well as contemporary understandings of the variability and constructed nature of memory to the question of knowledge transfer for writing courses?
- Dean’s Research Initiative Grant, 2011-12.
- CSU System Faculty Research Grant, 2010-11; 2011-12; 2012-13.
|Spring 2011||Fall 2011||Spring 2012||Fall 2012*|
|Follow up Surveys||14||34||20|
|Previous Participant Surveys||5||10||7|
|Reflective Log Entries||36|
*As of December 12, 2012.
Initial analysis points to a tension between the expectations of writer-based actions and perspectives around which writing courses and tasks are built, which tend to value recursivity and discovery, and the realities and perceptions of the student role, which tend to value efficiency and clarity. In addition, those in later writing courses have varied perspectives on how much their previous instruction could “transfer” to current expectations. My study has identified a complex intersection of an activity-systems approach to knowledge transfer, pedagogical memory, and identity theory in terms of the performance of roles in the writing classroom and after. Tentatively, the data suggest that the Student-Writer role conflict strongly influences the likelihood students will develop a robust pedagogical memory that will help them succeed at the writing tasks they encounter throughout their college careers.