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

dc.contributor.authorSkeffington, Jillian K.
dc.date.accessioned2022-01-18
dc.date.accessioned2022-05-31T01:45:11Z
dc.date.available2022-05-31T01:45:11Z
dc.date.issued2012
dc.description.abstractThe 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.extent496.12KB
dc.format.mimetypePDF
dc.identifier.citationSkeffington, 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.urihttps://hdl.handle.net/20.500.14078/2553
dc.languageEnglish
dc.language.isoen
dc.rightsAll Rights Reserved
dc.subjectfirst-year writing
dc.subjectpost-secondary education
dc.titleEnhancing transfer from first-year composition: a pedagogy of shorter essaysen
dc.typeArticle
dspace.entity.type

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