HomePublicationsUnderstanding Writing TransferPart 1 Chapter 5: Writing High-Impact Practices: Developing Proactive Knowledge in Complex Contexts Book MenuUnderstanding Writing Transfer SectionsPart 1Part 2ChaptersForewordChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Contributors Videos Buy in PrintISBN: 9781620365854January 2017 | Stylus Publishing Peter FeltenDiscussion Questions As Peter Felten’s chapter highlights, writing can intersect with multiple high-impact practices (HIPs) and facilitate reflection and integration. In what ways do curricular and co-curricular HIPs at your institution… Offer students opportunities to practice writing for new contexts, audiences, and purposes? Support students’ reflection about the knowledge and experiences they are transferring into and out of HIPs? Use writing to prompt integration? Thinking about a specific HIP on your campus… What writing experiences have students typically encountered prior to that HIP? How might you help students make that prior writing knowledge visible – to both themselves and to faculty/staff involved with teaching/mentoring the HIP? What writing knowledge and practice would better prepare students for the HIP? Where in the curriculum or co-curriculum could that needed prior knowledge be introduced and practiced, and how might it be reinforced during the HIP? Share:
