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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 12 of 12 1 Writing Difference: Student Ideologies and Translingual Possibilities Vaneyk, Kristin. - 2021 BASE Show details 2 "It's All Part of an Education": Case Studies of Writing Knowledge Transfer Across Academic and Social Media Domains Among Four Feminist College Students Knutson, Anna. - 2018 Abstract: This dissertation consists of four micro-case studies of intersectional feminist college students’ experiences with writing across digital extracurricular and academic domains. These micro-case studies were selected from a longitudinal study of eight students’ experiences. In response to ongoing questions about writing knowledge transfer generally and transfer between online and academic contexts more specifically, this study was designed to explore whether and how these writers made connections between digital extracurricular and academic contexts of writing. Data collection consisted of four interviews with eight participants over the course of two years and the ongoing collection of academic and online writing samples over the course of one academic year. Through the analysis of interview data, I present two main types of learning transfer across domains; the first type of learning transfer is also supported by analysis of students’ online writing. Through these micro-case studies, I shed light on two previously under-explored types of writing knowledge transfer across these domains, moving in both directions: the transfer (and transformation) of genre knowledge from academic contexts into digital extracurricular contexts, and the transfer of content knowledge forged through online reading into academic writing assignments. Participants in this study tended to confirm previous research suggesting that students generally compartmentalize their writing knowledge across these two domains. I illustrate this trend through a case study of a particularly salient example of such compartmentalization provided by the experiences of one participant, Nora. However, among the experiences of the four participants who served as focal cases for the analysis I present in this dissertation, there were two main exceptions to the compartmentalization trend. For example, in response to unprecedented online rhetorical situations, three participants in this study reported selecting and transforming prior academic genre knowledge by infusing it with multimodal elements to meet the demands of the new rhetorical situation. This cluster of findings suggests a previously unexplored relationship between antecedent genre uptake as articulated by Angela Rounsaville (2012), and what Kara Poe Alexander, Michael-John DePalma, and Jeffrey Ringer (2016) term “adaptive remediation,” thus putting in conversation two previously separate theories of writing knowledge transfer. Additionally, when faced with open-ended writing assignments in unfamiliar disciplines in the humanities and social sciences, all participants reported drawing on their expertise in intersectional feminism, forged in the digital extracurriculum, as a means of locating topics for academic writing assignments. Through two micro-case studies of writers enacting this strategy, I explore the relationship between reading, content knowledge, and writing knowledge transfer, an area that is as yet under-explored in the writing knowledge transfer literature. Together, these two sets of findings suggest that in some cases undergraduate writers may transfer writing knowledge across online and academic domains, and that they can demonstrate considerable resourcefulness when doing so: when faced with an unprecedented, unfamiliar, or ill-defined rhetorical situation in one domain, four participants in this study drew on resources from another domain (e.g., academic genre knowledge; extracurricular content knowledge) in order to support their performance. These participants’ experiences reinforce models of writing knowledge transfer that emphasize adaptation or transformation, and they also suggest that more sustained attention should be paid to the roles of digital extracurricular writing, multimodal composition, and reading in future transfer research. ; PHD ; English & Education ; University of Michigan, Horace H. Rackham School of Graduate Studies ; https://deepblue.lib.umich.edu/bitstream/2027.42/146004/1/aknutson_1.pdf Keyword: academic writing; Education; English Language and Literature; Humanities; Humanities (General); learning transfer; multimodal composition; online feminist discourse; social media; Social Sciences; Women's and Gender Studies; writing knowledge transfer URL: https://hdl.handle.net/2027.42/146004 BASE Hide details 3 Efficiency, Correctness, and the Authority of Automation: Technology in College Basic Writing Instruction Gibson, Gail. - 2017 BASE Show details 4 Understanding the Literacies of Working Class First-Generation College Students Schiavone, Aubrey. - 2017 BASE Show details 5 Strangers at the Table: Student Veterans, Writing Pedagogy, and Hospitality in the College Composition Classroom. Want, Joanna Lin. - 2016 BASE Show details 6 Engaging Students in the Margins: A Mixed-Methods Case Study Exploring Student and Instructor Response to Feedback in the First-Year Writing Classroom. Neiderhiser, Justine A.. - 2015 BASE Show details 7 Developing Meta-Awareness about Composition through New Media in the First-Year Writing Classroom. VanKooten, Crystal L.. - 2014 BASE Show details 8 Expanding Conversations: Cultivating an Analytical Approach to Collaborative Composition in Social Online Spaces. Gerben, Christopher Andrew. - 2012 BASE Show details 9 Reading materials: Composing literacy practices in and out of school. Kaufman, Rona Diane. - 2002 BASE Show details 10 Exploring Literacy Sponsorship in the Digital Extracurriculum: How Students' Participation in Fan Fiction Sites can Inform Composition Pedagogy. Shultz, Staci Lynn BASE Show details 11 "What Would You Advise Us to Do?": Status, Knowledge, and Asymmetry in Cross-Level Interactions among Teachers of Writing. Nelson, Matthew C. BASE Show details 12 Composing Violence: Student Talk, University Discourse, and the Politics of Witnessing. Dickinson, Hannah Andrews BASE Show details

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