Transfer-focused pedagogies like Writing about Writing (WAW) or Teaching for Transfer (TFT) have claimed to better facilitate transfer of writing knowledge from first-year composition (FYC) courses. These pedagogies have emerged alongside research indicating that students in upper-level writing intensive courses often do not transfer FYC knowledge. While research has suggested that these transfer-focused pedagogies do improve transfer during subsequent semesters, research has not sought to determine whether students' long-term attitudes toward FYC knowledge is affected by these pedagogies. This article presents the results of an IRB-approved pilot survey study of what students enrolled in upper-level writing intensive courses at a small, private, Catholic, suburban university in the Midwestern United States remembered learning in their FYC courses, and whether they perceived that knowledge as having been useful for their writing. Results seem to indicate that some transfer-focused pedagogies do have significant effects on students' perceptions of the usefulness and transferability of what they recall learning in FYC. Additionally, many students identify conceptual knowledge of genre and discourse communities as useful for their upper-level writing, though often using alternative terms, particularly types, styles, forms, or formats of writing. To a large extent, this is true regardless of whether students enrolled in a transfer-focused course or not, but responses from those who experienced a transfer-focused course give indications of a more sophisticated understanding. These results might indicate that students may be predisposed to remember and connect knowledge at intermediate levels of generality that could lead to new possibilities for teaching for transfer.

: This article offers an overview of a first-year writing course in Aotearoa New Zealand, Tū Kupu: Writing and Inquiry, which forms part of a core Bachelor of Arts (BA) curriculum with “citizenship” as a key theme. I situate the course in the context of the tertiary sector in Aotearoa New Zealand, and the social and political contexts for teaching here, analysing how these contexts deeply inform the sense of “the civic” that we engage in writing instruction. In particular, I account for neoliberal trends in higher education and the complexities of citizenship, including the multiple and sometimes competing kinds of belonging, participation, and publics we invoke when we name citizenship as a teaching focus, and the role of writing in their enactment. My broadest claim is that this set of complexities is a useful one to illuminate the multifaceted work of writing instruction in this country. In addition, in three sections, this article works through some of the institutional and policy demands on writing instruction, the competing accounts of citizenship that we\nmight engage, and how our assignments, text choices, and workshop pedagogy model civic engagement and frame writing in terms of inquiry and collectivity, amid\nshifting frames and hierarchies of belonging, and questions about the role of the university.

Chapter 1 be especially important to undergraduate science students, whose confidence in their own abilities as writers may have been damaged by experiences with writing in the classroom during their schooling (Choi et al., 2010;Shanahan, 2004).Several of the scientists and mathematicians in this study discuss damaging experiences with school and English teachers in particular.The anxious mathematics student, sitting in a writing class, who reads this comment by a successful applied mathematician, What's interesting is I did mathematics, I think, because I found English so difficult . . .I failed . . . on English and I was fine on mathematics.I was top in maths but I was desperate in English.I can remember the essay.The title was "Your House."Now as a mathematician . . .I've got to write about my house.What is my house?And I went to numbers straight away.It's got five windows, it's got one door-this is age 10 or 11.I knew it was a disaster when I wrote it.But I was incapable of doing anything better-Timothy, Chapter 3. may recognise a similar incident of their own, and may never have realised that the successful science or mathematics professor in their writing classroom may have experienced this kind of setback.Reading of

This study sought to understand how our students viewed themselves as writers, particularly in relation to their self-identified best piece of college writing. Our study was conducted with 104 undergraduate students at a medium-sized public university. Students responded to a survey asking open-ended questions about their best paper in college. Responses were analyzed to identify four broad themes: paper attributes, reflections on the process, actions taken by students, and actions taken by professor. The results led us to an examination of which pedagogical practices by faculty members enabled students to feel like they had achieved their best piece of writing. We conclude with a description of how faculty members across the disciplines can attend to both the cognitive and affective domains of writing to best help their students achieve good writing.