Faculty around table

Teaching and Writing for Transfer: Immersion Track

The Center for Learning and Teaching (CLT) in collaboration with the Department of Rhetoric and Composition introduces the “Teaching and Writing for Transfer” faculty workshops. These workshops are designed to strengthen and deepen the teaching and learning of writing by investing substantially in faculty development to dispel the “myth” that undergraduate students possess critical writing knowledge upon concluding RHET courses. In addition, these workshops will allow participants to learn that “writing for transfer” involves the ability to apply, adapt, or reimagine learned concepts, practices, and writing skills in new situations. Faculty will also learn that the development of writing expertise requires regular practice across the four years of college. We are ultimately seeking to build professional communities of practice that acknowledges students must engage in ongoing writing opportunities and direct instruction, in many different classes, in multiple disciplines, and in every year of their academic careers.

Workshop I: What are Composition Studies? An Overview About the Discipline
In this workshop, participants will be introduced to the discipline of rhetoric and composition. Learning outcomes include:

(1) Develop an understanding about the tradition of first-year composition instruction.
(2) Build broad familiarity with scholars in composition pedagogy, the concerns they advocated, and the place of their thinking in current approaches to first-year college writing instruction.

Workshop II: Writing Beyond Rhetoric and Composition – “Naming what we Know – the Threshold Concepts in Writing Studies”
In this workshop, participants will be introduced to the “threshold concepts” in writing. Participants will also learn that in order to acquire writing knowledge, learners must develop abilities to recognize the boundaries around the communities of practice in which they participate and change their practices accordingly. Learning outcomes include:

(1) The ability to identify threshold concepts within communities of practice is critical for learners to develop the metacognitive awareness about writing.
(2) The ability to identify the roles that these concepts play in delineating the community and differentiate boundaries between one community and the next.

Workshop III
Part 1: Mapping the Question: What Types of Writing is Required in Your Discipline?

In this workshop, participants will explore what types of writing are required in their disciplines and engage in a series of intensive discussions involving the following outcomes:

(1) Focus groups and surveys with faculty to discuss types of writing assignments in their discipline.

Part 2: The Way Forward: Implementing Teaching Writing for Transfer in your Classroom
In this workshop, participants will write a proposal outlining how they plan to implement the “Teaching and Writing for Transfer” protocols into their teaching.

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