This month, we are working to improve coverage of content at the intersection of writing studies and transfer theory and research. We will be exploring two scholars, Kathleen Blake Yancey and Linda-Adler Kassner, and how they helped contribute to transfer scholarship. In addition, we will be seeing how the concept of transfer of learning can be expanded upon and its connection to writing transfer in first-year composition classrooms and writing centers.
Our main goals are to . . .
1. Set writing goals: Create achievable goals for contributions to a target article or articles.
2. Coordinate collaboration: Form writing groups of WikiProject Writing participants interested in improving the same article or articles.
3. Combat knowledge inequities: Address content gaps by creating new content with attention to the research and scholarship of marginalized writing studies teacher-scholars.
Take action by...
1. Choosing an article: Head to our article worklist to find an article you'd like to work on.
2. Setting a goal: Edit our 'Setting goals' section with your suggested plan for the month.
3. Collaborate on an article: Use our resources section to help create a draft, assess notability, find sources, and request feedback.
Alongside each biography of an academic or topic article we've suggested either one field-specific article and one general interest, vital article or both to incorporate relevant scholarship into. Vital articles are lists of subjects for which the English Wikipedia should have corresponding featured-class articles. They serve as centralized watchlists to track the quality status of Wikipedia's most important articles and to give editors guidance on which articles to prioritize for improvement.
Yancey, K. B. (2020). Everyday Writing: An Introduction. South Atlantic Review, 85(2).
Yancey, K. B. (2020). The Museum of Everyday Writing: Exhibits of Everyday Writing Articulating the Past, Representing the Present, and Anticipating the Future. South Atlantic Review, 85(2).
Yancey, K. B., Davis, M., Robertson, L., Taczak, K., & Workman, E. (2018). Writing across college: Key terms and multiple contexts as factors promoting students' transfer of writing knowledge and practice. The WAC Journal, 27, 44–66.
Yancey, K. B., Davis, M., Robertson, L., Taczak, K., & Workmas, E. (2019). The teaching for transfer curriculum: The role of concurrent transfer and inside- and outside-school contexts in supporting students’ writing development. CCC, 71(2), 268-295.
Adler-Kassner, L., Clark, I., Robertson, L., Taczak, K., & Yancey, K. B. (2016). Assembling knowledge: The role of threshold concepts in facilitating transfer. In J.L. Moore & C. M. Anson (Eds.), Critical transitions: Writing and the question of transfer (pp. 17-48). Fort Collins, Co: The WAC Clearinghouse and University Press of Colorado. Retrieved from https://wac.colostate.edu/books/ansonmoore/
DePalma, M. J., & Ringer, J. M. (2011). Toward a theory of adaptive transfer: Expanding disciplinary discussions of “ transfer” in second-language writing and composition studies. Journal of Second Language Writing, 20(2), 134–147. https://doi.org/10.1016/j.jslw.2011.02.003
Driscoll, D. L., & Wells, J. (2012). Beyond knowledge and skills: Writing transfer and the role of student dispositions. Composition Forum, 26.
James, M. A. (2018). Transfer. In J. I. Lionas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1–5). John Wiley & Sons, Inc.
Perkins, D. N., & Salomon, G. (2012). Knowledge to go: A motivational and dispositional view of transfer. Educational Psychologist, 47(3), 248–258. https://doi.org/10.1080/00461520.2012.693354
Carillo, E. C. (2016). Creating mindful readers in first-year composition courses: A strategy to facilitate transfer. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 16(1), 9–22.
Driscoll, D. L. (2011). Connected, disconnected, and uncertain: Student attitudes about future writing contexts and perceptions of transfer from first year writing to the disciplines. Across the Disciplines, 8(2). Retrieved from http://wac.colostate.edu/atd/articles/driscoll2011/index.cfm
Reiff, M. J., & Bawarshi, A. (2011). Tracing discursive resources: How students use prior genre knowledge to negotiate new writing contexts in first-year composition. Written Communication, 28(3), 312–337. https://doi.org/10.1177/0741088311410183
Wardle, E. (2009). ‘‘Mutt genres’’ and the goal of FYC: Can we help students write the genres of the university? College Composition and Communication, 60(4), 765–789.
Carillo, E. C. (2020). The Role of Prior Knowledge in Peer Tutorials: Rethinking the Study of Transfer in Writing Centers. The Writing Center Journal, 38(1–2), 45–71.
Devet, B. (2015). The writing center and transfer of learning: A primer for directors. Writing Center Journal, 35(1), 119–151.
Driscoll, D. L. (2015). Building connections and transferring knowledge: The benefits of a peer tutoring course beyond the writing center. Writing Center Journal, 35(1), 153–181.
Hill, H. N. (2016). Tutoring for transfer: The benefits of teaching writing center tutors about transfer theory. Writing Center Journal, 35(3), 77–102.
Nowacek, R., Bodee, B., Douglas, J. E., Fitzsimmons, W. V, & Hausladen, K. A. (2019). “Transfer talk” in talk about writing in progress: Two propositions about transfer of learning. Composition Forum, 42.
Add your username, goals for article creation, and any specific articles you'll be working on below, alongside your name and a goal or goals you aim to achieve by the end of the month. Additionally, if you plan to collaborate on an article with another participant or participants you may opt to list collaborators and/or invite others to join you.
Copy and paste this format and only change what is within the (parentheses). Add this with a new bullet point below the other participants' sign ups:
~~~ (I'm planning on working on...) ~~~~~
DarthVetter (talk) (I'm planning on working on the Linda Adler-Kassner article! Join me on the Twitch LiveStreams twice this month. )
The CCCC Wikipedia Initiative hosts monthly events & office hours. If you need some help getting started, have specific questions, or would like to find space to work on your article alongside your collaborators, these are great spaces to do so:
Curious about how different people navigate editing Wikipedia? Come join us on Twitch where Andrew Yim (CCCC Wikipedia Graduate Fellow) and Dr. Matthew Vetter (CCCCWI Committee member) will draft articles for Kathleen Blake Yancey and Linda Adler-Kassner. This is a great space to come for company as you edit, learn best practices for editing various types of articles, or just to observe. Participants are invited to ask questions and make comments via the chat function throughout the stream.
This introductory workshop covers editing basics with particular attention to some of the specific concerns experts face on Wikipedia and discussion of how academics can use their expertise to advance knowledge equity online. Topics include navigating privacy issues, concerns around conflict of interest, and strategies for getting started with articles that need a lot of work.
This workshop introduces WikiProject Writing as a collaborative space for coordinating efforts to improve Wikipedia articles related to our areas of expertise. Topics include defining the scope of WikiProject Writing by tagging articles, directing the priorities of WikiProject Writing by assessing articles, and adding to and working from our list of articles in need of work and creation.
If you would like to discuss something Wikipedia-related one-on-one or get help with a Wikipedia article you’re working on, please feel free to sign up for my office hours on Mondays and Tuesdays or email me to suggest another time (savannahcragin@berkeley.edu).
