Inviting Students to Determine for Themselves What it Means to Write Across the Disciplines
Abstract
Situated in the literature on threshold concepts and transfer of prior knowledge in WAC/WID and composition studies, with particular emphasis on the scholarship of writing across difference, our article explores the possibility of re-envisioning the role of the composition classroom within the broader literacy ecology of colleges and universities largely comprised of students from socioeconomically and ethno- linguistically underrepresented communities. We recount the pilot of a composi- tion course prompting students to examine their own prior and other literacy values and practices, then transfer that growing meta-awareness to the critical acquisition of academic discourse. Our analysis of students’ self-assessment memos reveals that students apply certain threshold concepts to acquire critical agency as academic writ- ers, and in a manner consistent with Guerra’s concept of transcultural repositioning. We further consider the role collective rubric development plays as a critical incident facilitating transcultural repositioning.
- Journal
- The WAC Journal
- Published
- 2016-01-01
- DOI
- 10.37514/wac-j.2016.27.1.05
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- Open Access
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Citation Context
Cited by in this index (2)
-
Hendrickson et al. (2025)Written Communication
-
Halasek et al. (2022)Pedagogy
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