First-Year Composition: Difference between revisions
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=='''References'''== | =='''References'''== | ||
* Yancey, K. B., Robertson, L., & Taczak, K. (2014). ''Writing Across Contexts: Transfer, Composition, and Sites of Writing''. Utah State University Press. [https:// | * Yancey, K. B., Robertson, L., & Taczak, K. (2014). ''Writing Across Contexts: Transfer, Composition, and Sites of Writing''. Utah State University Press.[https://upcolorado.com/utah-state-university-press/item/2365-writing-across-contexts Available Online] | ||
* Adler-Kassner, L., & Wardle, E. (Eds.). (2015). ''Naming What We Know: Threshold Concepts of Writing Studies''. Utah State University Press. [https:// | * Adler-Kassner, L., & Wardle, E. (Eds.). (2015). ''Naming What We Know: Threshold Concepts of Writing Studies''. Utah State University Press.[https://upcolorado.com/utah-state-university-press/item/2705-naming-what-we-know Available Online] | ||
* Downs, D., & Wardle, E. (2007). ''Teaching About Writing, Righting Misconceptions: (Re)Envisioning First-Year Composition as Intro to Writing Studies'' | * Downs, D., & Wardle, E. (2007). ''Teaching About Writing, Righting Misconceptions: (Re)Envisioning First-Year Composition as Intro to Writing Studies''.[https://www.jstor.org/stable/20456966 Available on JSTOR] | ||
* Taczak, K. (2020). ''Reiterative Reflection in FYC: Reframing Misconceptions for Transfer''. In ''Writing Spaces: Readings on Writing, Vol. 4''. WAC Clearinghouse. [https://wac.colostate.edu/docs/books/writingspaces4/taczak.pdf PDF link] | * Taczak, K. (2020). ''Reiterative Reflection in FYC: Reframing Misconceptions for Transfer''. In ''Writing Spaces: Readings on Writing, Vol. 4''. WAC Clearinghouse. [https://wac.colostate.edu/docs/books/writingspaces4/taczak.pdf PDF link] | ||
Revision as of 09:39, 24 July 2025
First-Year Composition (FYC) is a foundational course in U.S. higher education designed to introduce students to academic writing, rhetorical awareness, and critical literacy practices. It plays a crucial role in equipping students with the skills to write across genres, adapt to new audiences, and engage with complex ideas in both academic and real-world contexts. FYC is particularly important for supporting writing transfer, or the ability to apply writing knowledge and strategies from one context to another. Through scaffolded assignments, reflection, and genre-based instruction, FYC helps students build metacognitive awareness and rhetorical flexibility—key components of successful transfer. Scholars such as Kathleen Yancey, Liane Robertson, and Kara Taczak have emphasized that when students are explicitly taught concepts like genre, audience, and rhetorical situation, they are more likely to adapt their writing in future disciplines and careers. As such, FYC is increasingly designed not just to teach students how to write in college, but how to learn and transfer writing knowledge throughout their academic and professional lives.
References
- Yancey, K. B., Robertson, L., & Taczak, K. (2014). Writing Across Contexts: Transfer, Composition, and Sites of Writing. Utah State University Press.Available Online
- Adler-Kassner, L., & Wardle, E. (Eds.). (2015). Naming What We Know: Threshold Concepts of Writing Studies. Utah State University Press.Available Online
- Downs, D., & Wardle, E. (2007). Teaching About Writing, Righting Misconceptions: (Re)Envisioning First-Year Composition as Intro to Writing Studies.Available on JSTOR
- Taczak, K. (2020). Reiterative Reflection in FYC: Reframing Misconceptions for Transfer. In Writing Spaces: Readings on Writing, Vol. 4. WAC Clearinghouse. PDF link
- Yancey, K. B., & Taczak, K. (2023). Teaching for Transfer and Students' Readiness to Learn: A Longitudinal Study. College Composition and Communication, 75(2), 248–275. Available via NCTE
- Robertson, L. (2019). Transfer and the Role of Reflection in FYC: A Response to Yancey, Robertson, and Taczak. Composition Forum, 40. Read online