Enhancing transfer from first-year composition: a pedagogy of shorter essays

dc.contributor.author	Skeffington, Jillian K.
dc.date.accessioned	2022-01-18
dc.date.accessioned	2022-05-31T01:45:11Z
dc.date.available	2022-05-31T01:45:11Z
dc.date.issued	2012
dc.description.abstract	The cyclical nature of the “Why Johnny Can’t Write” crisis means that as writing teachers, we’re often in a position of explaining how first-year writing requirements are relevant and necessary. While that social pressure is in many ways helpful in preserving the first-year writing requirement at colleges and universities across the country, we also face pressure to solve these so-called literacy problems in all of our students. As writing instructors, we know that one or two semesters is not enough time to finalize good writing practices, that students need to write in all of their classes, and that our colleagues in other departments need to model writing in their own disciplines so that students can build on what they learn in first-year writing.
dc.format.extent	496.12KB
dc.format.mimetype	PDF
dc.identifier.citation	Skeffington, Jillian K. "Enhancing Transfer from First-Year Composition: A Pedagogy of Shorter Essays." The Journal of Teaching Writing, vol. 27, no. 2, 2012, pp. 27-45.
dc.identifier.uri	https://hdl.handle.net/20.500.14078/2553
dc.language	English
dc.language.iso	en
dc.rights	All Rights Reserved
dc.subject	first-year writing
dc.subject	post-secondary education
dc.title	Enhancing transfer from first-year composition: a pedagogy of shorter essays	en
dc.type	Article
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