CRITICAL TRANSITIONS: WRITING and the QUESTION of TRANSFER PERSPECTIVES on WRITING Series Editors, Susan H

CRITICAL TRANSITIONS WRITING AND THE QUESTION OF TRANSFER Edited by Chris M. Anson and Jessie L. Moore CRITICAL TRANSITIONS: WRITING AND THE QUESTION OF TRANSFER PERSPECTIVES ON WRITING Series Editors, Susan H. McLeod and Rich Rice The Perspectives on Writing series addresses writing studies in a broad sense. Consistent with the wide ranging approaches characteristic of teaching and scholarship in writing across the curriculum, the series presents works that take divergent perspectives on working as a writer, teaching writing, administering writing programs, and studying writing in its various forms. The WAC Clearinghouse, Colorado State University Open Press, and University Press of Colorado are collaborating so that these books will be widely available through free digital distribution and low-cost print editions. The publishers and the Series editors are committed to the principle that knowledge should freely circulate. We see the opportunities that new technologies have for further de- mocratizing knowledge. And we see that to share the power of writing is to share the means for all to articulate their needs, interest, and learning into the great experiment of literacy. Recent Books in the Series Joanne Addison and Sharon James McGee, Writing and School Reform: Writing Instruction in the Age of Common Core and Standardized Testing (2017) Lisa Emerson, The Forgotten Tribe: Scientists as Writers (2017) Jacob S. Blumner and Pamela B. Childers, WAC Partnerships Between Second- ary and Postsecondary Institutions (2015) Nathan Shepley, Placing the History of College Writing: Stories from the Incom- plete Archive (2015) Asao B. Inoue, Antiracist Writing Assessment Ecologies: An Approach to Teaching and Assessing Writing for a Socially Just Future (2015) Theresa Lillis, Kathy Harrington, Mary R. Lea, and Sally Mitchell (Eds.), Working with Academic Literacies: Case Studies Towards Transformative Practice (2015) Beth L. Hewett and Kevin Eric DePew (Eds.), Foundational Practices of Online Writing Instruction (2015) Christy I. Wenger, Yoga Minds, Writing Bodies: Contemplative Writing Pedagogy (2015) Sarah Allen, Beyond Argument: Essaying as a Practice of (Ex)Change (2015) Steven J. Corbett, Beyond Dichotomy: Synergizing Writing Center and Class- room Pedagogies (2015) Tara Roeder and Roseanne Gatto (Eds.), Critical Expressivism: Theory and Practice in the Composition Classroom (2014) CRITICAL TRANSITIONS: WRITING AND THE QUESTION OF TRANSFER Edited by Chris M. Anson and Jessie L. Moore The WAC Clearinghouse wac.colostate.edu Fort Collins, Colorado University Press of Colorado upcolorado.com Boulder, Colorado The WAC Clearinghouse, Fort Collins, Colorado 80523 University Press of Colorado, Boulder, Colorado 80303 © 2016 by Chris M. Anson and Jessie L. Moore. This work is licensed under a Creative Com- mons Attribution-NonCommercial-NoDerivatives 4.0 International. ISBN 978-1-64215-079-7 (pdf) | 978-1-64215-090-3 (epub) | 978-1-60732-647-2 (pbk.) DOI 10.37514/PER-B.2016.0797 Produced in the United States of America Library of Congress Cataloging-in-Publication Data Names: Anson, Chris M., 1954– editor. | Moore, Jessie L., editor. Title: Critical transitions : writing and the question of transfer / edited by Chris M. Anson and Jessie L. Moore. Other titles: Perspectives on writing (Fort Collins, Colo.) Description: Fort Collins, Colorado : The WAC Clearinghouse ; Boulder, Colorado : University Press of Colorado, [2016] | Series: Perspectives on writing | Includes bibliographical references. Identifiers: LCCN 2016045185 | ISBN 978-1-64215-079-7 (pdf) | ISBN 978-1-64215-090-3 (epub) | ISBN 978-1-60732-647-2 (pbk.) Subjects: LCSH: English language—Rhetoric—Study and teaching (Higher) | Report writing— Study and teaching (Higher) Classification: LCC PE1404 .C7494 2016 | DDC 808/.0420711—dc23 LC record available at https://lccn.loc.gov/2016045185 Copyeditor: Don Donahue Designer: Mike Palmquist Series Editors: Susan H. McLeod and Rich Rice The WAC Clearinghouse supports teachers of writing across the disciplines. Hosted by Colorado State University, and supported by the Colorado State University Open Press, it brings together scholarly journals and book series as well as resources for teachers who use writing in their cours- es. This book is available in digital formats for free download at wac.colostate.edu. Founded in 1965, the University Press of Colorado is a nonprofit cooperative publishing enterprise supported, in part, by Adams State University, Colorado State University, Fort Lewis College, Metropolitan State University of Denver, Regis University, University of Colorado, University of Northern Colorado, Utah State University, and Western State Colorado University. For more information, visit upcolorado.com. CONTENTS Introduction ..................................................3 Jessie L. Moore and Chris M. Anson Part 1. Understanding Writers’ Transitions Chapter 1. Assembling Knowledge: The Role of Threshold Concepts in Facilitating Transfer .........................................17 Linda Adler-Kassner, Irene Clark, Liane Robertson, Kara Taczak, and Kathleen Blake Yancey Chapter 2. Attending to the Subject in Writing Transfer and Adaptation ...49 Stuart Blythe Chapter 3. Building a Conceptual Topography of the Transfer Terrain .....69 Donna Qualley Chapter 4. Writing and Global Transfer Narratives: Situating the Knowledge Transformation Conversation ..........................107 Christiane Donahue Part 2. Supporting Writers’ Transfers at Critical Transitions Chapter 5. Minding the Gap: Writing-Related Learning In/Across/With Multiple Activity Systems ......................................139 Regina A. McManigell Grijalva Chapter 6. Double Binds and Consequential Transitions: Considering Matters of Identity During Moments of Rhetorical Challenge .......... 161 Elizabeth Wardle and Nicolette Mercer Clement Chapter 7. Dynamic Transfer in First-Year Writing and “Writing in the Disciplines” Settings ....................................... 181 Hogan Hayes, Dana R. Ferris, and Carl Whithaus Chapter 8. Cultivating Constructive Metacognition: A New Taxonomy for Writing Studies ...........................................215 Gwen Gorzelsky, Dana Lynn Driscoll, Joe Paszek, Ed Jones, and Carol Hayes v Contents Chapter 9. Students’ Perceptions of the Transfer of Rhetorical Knowledge between Digital Self-Sponsored Writing and Academic Writing: The Importance of Authentic Contexts and Reflection ...................247 Paula Rosinski Chapter 10. Liminal Space as a Generative Site of Struggle: Writing Transfer and L2 Students ......................................273 Gita DasBender Chapter 11. Negotiating Multiple Identities in Second- or Foreign- Language Writing in Higher Education ...........................299 Stacey M. Cozart, Tine Wirenfeldt Jensen, Gitte Wichmann-Hansen, Ketevan Kupatadze, and Scott Chien-Hsiung Chiu1 Afterword ..................................................331 Chris M. Anson and Jessie L. Moore Contributors ...............................................341 Appendix A: The Elon Statement on Writing Transfer ................347 Appendix B: The Video Journals Assignment .......................359 Appendix C: OCU English Department Composition Outcomes Statement ..................................................363 Glossary ...................................................367 vi CRITICAL TRANSITIONS: WRITING AND THE QUESTION OF TRANSFER INTRODUCTION Jessie L. Moore and Chris M. Anson Most US colleges and universities require students to complete a first-year writing course (or even two), with the premise that students will apply what they learn there to their writing across the university and beyond. Around the globe, employers assume that applicants bring knowledge about writing for the specific workforce they are entering, having gained that knowledge in secondary and post-secondary studies. In other words, underlying our educational systems is an assumption that students will transfer knowledge—specifically writing knowledge—across critical transitions (e.g., course to course, school to workplace, etc.). Until recently, though, those assumptions were largely untested. A handful of studies (e.g., Anson & Forsberg, 1990; Beaufort, 2007; Bergman & Zeper- nick, 2007; Clark & Hernandez, 2011; Driscoll, 2011; McCarthy, 1987; Nelms & Dively, 2007; Wardle, 2007) followed localized groups of students navigat- ing writing across specific critical transitions or examined faculty expectations for students’ transfer of writing knowledge. Writing Program Administration, the journal of the Council of Writing Program Administrators, featured three articles on “concepts of knowledge transference” in 2007, signaling a growing interest in the topic (Pettipiece, Ray & Macauley, 2007, p. 9). Building on this increased attention to writing transfer, Elon University sponsored a multi-institutional research seminar on Critical Transitions: Writ- ing and the Question of Transfer from 2011 to 2013. As part of the seminar, 45 writing researchers from 28 institutions and five countries participated in multi-institutional research cohorts focused on extending the field’s knowledge about writing transfer. The seminar fostered discussions and research about rec- ognizing, identifying enabling practices for, and developing working principles about writing transfer. Seminar participants contributed to the 2012 special issue of Composition Forum (edited by seminar participant Elizabeth Wardle), developed the Elon Statement on Writing Transfer

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