Guaranteeing the Failure of First-Year Composition: Four Assumptions about Writing Expertise that Support an Unattainable Standard for Transfer

By Joshua P. Kutney.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

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

The International Journal of Learning, Volume 15, Issue 8, pp.223-228. Article: Print (Spiral Bound). Article: Electronic (PDF File; 525.253KB).

Dr. Joshua P. Kutney

Instructor of Writing, Department of General Studies, Lakeland College, Sheboygan, Wisconsin, USA

Joshua P. Kutney teaches writing at Lakeland College, a small private college in Wisconsin.

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