HomePublications Critical TransitionsWriting and the Question of TransferEdited by Chris M. Anson and Jessie L. Moore Book MenuCritical Transitions Contributors Videos Open access PDF available from the WAC Clearinghousedoi.org/10.37514/PER-B.2016.0797.1.3ISBN: 978-1-64215-079-7June 19, 2016Metrics: 224 viewsBuy in PrintISBN: 978-1-60732-647-2March 1, 2017 | University Press of Colorado This edited collection stemmed from the 2011-2013 research seminar on Critical Transitions: Writing and the Question of Transfer, a three-year research seminar that facilitated multi-institutional research by 45 participants from Australia, Denmark, Ireland, South Africa, and the United States. The collection was published by the WAC Clearinghouse and University Press of Colorado. From the publisher’s website: In Critical Transitions: Writing and the Question of Transfer, Chris Anson and Jessie Moore offer an important new collection about prior learning and transfer theories that asks what writing knowledge should transfer, how we might recognize that transfer, and what the significance is—from a global perspective—of understanding knowledge transformation related to writing. The contributors examine strategies for supporting writers’ transfer at key critical transitions, including transitions from high-school to college, from first-year writing to writing in the major and in the disciplines, between self-sponsored and academic writing, and between languages. The collection concludes with an epilogue offering next steps in studying and designing for writing transfer. Access the book on the WAC Clearinghouse website to read the full book or individual chapters. Table of Contents Introduction, Jessie L. Moore and Chris M. Anson DOI: 10.37514/PER-B.2016.0797.1.3 Part 1. Understanding Writers’ Transitions Chapter 1. Assembling Knowledge: The Role of Threshold Concepts in Facilitating Transfer, Linda Adler-Kassner, Irene Clark, Liane Robertson, Kara Taczak, and Kathleen Blake Yancey DOI: 10.37514/PER-B.2016.0797.2.01 Chapter 2. Attending to the Subject in Writing Transfer and Adaptation, Stuart Blythe DOI: 10.37514/PER-B.2016.0797.2.02 Chapter 3. Building a Conceptual Topography of the Transfer Terrain, Donna Qualley DOI: 10.37514/PER-B.2016.0797.2.03 Chapter 4. Writing and Global Transfer Narratives: Situating the Knowledge Transformation Conversation, Christiane Donahue DOI: 10.37514/PER-B.2016.0797.2.04 Part 2. Supporting Writers’ Transfers at Critical Transitions Chapter 5. Minding the Gap: Writing-Related Learning In/Across/With Multiple Activity Systems, Regina A. McManigell Grijalva DOI: 10.37514/PER-B.2016.0797.2.05 Chapter 6. Double Binds and Consequential Transitions: Considering Matters of Identity During Moments of Rhetorical Challenge, Elizabeth Wardle and Nicolette Mercer Clement DOI: 10.37514/PER-B.2016.0797.2.06 Chapter 7. Dynamic Transfer in First-Year Writing and “Writing in the Disciplines” Settings, Hogan Hayes, Dana R. Ferris, and Carl Whithaus DOI: 10.37514/PER-B.2016.0797.2.07 Chapter 8. Cultivating Constructive Metacognition: A New Taxonomy for Writing Studies, Gwen Gorzelsky, Dana Lynn Driscoll, Joe Paszek, Ed Jones, and Carol Hayes DOI: 10.37514/PER-B.2016.0797.2.08 Chapter 9. Students’ Perceptions of the Transfer of Rhetorical Knowledge between Digital Self-Sponsored Writing and Academic Writing: The Importance of Authentic Contexts and Reflection, Paula Rosinski DOI: 10.37514/PER-B.2016.0797.2.09 Chapter 10. Liminal Space as a Generative Site of Struggle: Writing Transfer and L2 Students, Gita DasBender DOI: 10.37514/PER-B.2016.0797.2.10 Chapter 11. Negotiating Multiple Identities in Second- or Foreign-Language Writing in Higher Education, Stacey M. Cozart, Tine Wirenfeldt Jensen, Gitte Wichmann-Hansen, Ketevan Kupatadze, and Scott Chien-Hsiung Chiu DOI: 10.37514/PER-B.2016.0797.2.11 Afterword, Chris M. Anson and Jessie L. Moore DOI: 10.37514/PER-B.2016.0797.3.2 Share:
