The problem of transfer in first-year composition courses stems in part from four assumptions about writing expertise: the fundamental difference between novice and expert performance is one of strategy; novices want to become experts; students can write well about subjects they do not understand; and students possess a meta-awareness of writing that they can use to direct their learning. These assumptions support an unattainable standard for transfer that guarantees the failure of first-year composition courses.
|Keywords:||First-Year Composition, Expertise, Transfer|
Instructor of Writing, Department of General Studies, Lakeland College, Sheboygan, Wisconsin, USA
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