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Building a Bridge  from High School Writing Building a Bridge  from High School Writing

Building a Bridge from High School Writing - PowerPoint Presentation

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Building a Bridge from High School Writing - PPT Presentation

to FirstYear Writing to Writing in the Major Noreen Lape Associate Provost of academic Affairs Director of the writing program Dickinson College The habits of novice writers Looking Back The Frame Method ID: 777543

novice writing stephen rosenwasser writing novice rosenwasser stephen wolfe ideas transfer habits writers college discipline essay writersthey perkins refers

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Slide1

Building a Bridge from High School Writing to First-Year Writing to Writing in the Major

Noreen Lape

Associate Provost of academic Affairs/ Director of the writing program

Dickinson College

Slide2

Slide3

The habits of novice writersLooking Back

Slide4

The Frame Method

Slide5

Writing Process Habits of Novice WritersThey may spend more time organizing ideas and correcting grammar than developing ideas and crafting an argument.

They may have a linear, rather than recursive, view of the writing process that causes them to revise locally rather than globally.

They may use “revise” and “edit” as synonyms.

Slide6

Analytical habits of novice writers“They may reduce complex subject matter to a single, overly general, usually unqualified claim that they repeatedly attach to a set of examples” (

Rosenwasser

and Stephen).

“They may put evidence next to claims without explaining how they derived the claim from the evidence” (

Rosenwasser

and Stephen).“They may plug in quotations from readings as answers—leaving the quotes to speak for themselves” (Rosenwasser

and Stephen).They may make a one-sided argument that fails to take into account antithetical perspectives.

Slide7

Reading habits of novice writersThey may read with the intent of soaking up ideas (what) rather than analyzing them (why).

The read to find quotes that back up what they have to say.

“They may substitute a familiar, pre-conceived point—usually some kind of culture cliché—for what is actually in a reading” (

Rosenwasser

and Stephen).

“They may offer a general impression of a reading without reference to specific words and details” (Rosenwasser

and Stephen).“They may offer judgments/evaluations of a reading rather than analyzing” (Rosenwasser and Stephen).

Slide8

Organizing habits of novice writersThey may create the descriptive thesis that states the topics, usually three, that they will discuss rather than a thesis that is contestable and built on a tension (Sommers).

They may fall back on the “one-size-fits-all” five-paragraph essay, reducing writing to known quantities: three ideas in a thesis, three body paragraphs, three ideas repeated in a conclusion.

Slide9

Citation habits of novice writersThey may not consistently cite their sources because they do not understand why they have to cite other peoples’ words, ideas, or both.

Slide10

Some Goals of FYSfor making the transition from high school to college

Students will be able to

develop a recursive writing process;

plan thoroughly, revise globally, and edit locally;

derive claims from evidence;

integrate antithetical positions into an argument;read closely and attentively, asking “why” and “how”;

relinquish the five-paragraph essay and choose forms appropriate for the task;cite their sources ethically and understand the ethics of citation.

Slide11

The problem of TransferLow-road transfer refers to situations in which skills are readily transferable because they are automatic (Salomon and Perkins).

High-road transfer refers to situations in which a writer must abstract a principle from previous experience and apply it to a new context (Salomon and Perkins).

To prompt transfer, teachers need to engage students in metacognitive reflection (Beaufort).

What skill is needed here?

How do I apply it to this situation?

Slide12

The Connection between First-Year Writing and Writing in the major

Looking Forward

Joanna Wolfe, Barrie Olson, and Laura Wilder, “Knowing What We Know about Writing in the Disciplines: A New Approach to Teaching for Transfer in FYC, ”

The WAC Journal

25, 2014, 43-77.

Slide13

Topoi

Writers of academic discourse identify patterns and make interpretations.

What is the central issue in your discipline?

How do you demonstrate the pattern?

Do you foreground the pattern or the interpretation? (Wolfe et al.).

Slide14

Conceptual LensConceptual lens refers to when a writer uses “a theory as a lens for analyzing primary works” (Wolfe et al. 52). The writer

summarizes the concept,

applies it to the primary source,

uses what they learned to reflect on the concept.

Slide15

Macrostructure

(Joanna Wolfe et al 55)

Slide16

Naming and CitationWhat does the discourse community emphasize?

Date vs. name in the citation

Direct disagreement after naming scholar or disagreement about “knowledge claims” without naming the scholar

Direct quotation vs. paraphrase

Passive vs active voice (Wolfe et al. 59)

Slide17

Guides to Writing in the DisciplinesExercise

What are the commonalities across disciplines?

What differences exist within common categories? How do you account for the differences?

What conventions seem unique to a discipline?

Slide18

Essay Wheel

All academic writers consider these concerns when crafting a piece of writing in the discipline. Focusing on the Essay Wheel,

provide one discipline-specific guideline for each area.

Slide19

Works CitedBeaufort, Anne.

College Writing and Beyond

. Logan, Utah: Utah State UP, 2007. Print.

Colomb

, Greg. “Some Characteristics of Novice Writers.” https://lpei4.wordpress.com/materials-for- teachers/characteristics-of-novice-writers/.

Rosenwasser, David and Jill Stephen. Personal correspondence.

Salomon, Gavriel, and David N. Perkins. “Rock Roads to Transfer: Rethinking Mechanisms of a Neglected Phenomenon.” Educational Psychologist 24.2, 1989, 113-142.Sommers, Nancy and Laura Saltz. “The Novice as Expert: Writing the Freshman Year,” College Composition and Communication. 56.1, 2004, 124-149.Wolfe, Joanna, Barrie Olson, and Laura Wilder, “Knowing What We Know about Writing in the Disciplines: A New Approach to Teaching for Transfer in FYC, ” The WAC Journal

25, 2014, 43-77.