Document Type
Article
Publication Date
2016
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.
Recommended Citation
Hendrickson, Brian, and Garcia de Mueller, Genevieve. “Inviting students to determine for themselves what it means to write across the disciplines.” The WAC Journal, 27 (2016): 74-93.
Comments
Published in: The WAC Journal, vol. 27, 2016.