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A Case Study of Student Perceptions of Transfer from First- and Second-Year Writing to the Disciplines

Goode, Rebekah Lee
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525442372578127

Abstract Details

2018, Master of Arts (M.A.), University of Dayton, English.
First- and second-year required writing courses, typically housed within English departments and taught by English faculty, are valued by various stakeholders as a means of preparing students for future writing contexts. While these courses are intended to impart students with knowledge and skills to equip them for writing beyond the walls of the English classroom, students are often dubious of the value of these required writing courses to their future careers as students and professionals. As research on transfer becomes an increasingly-prominent area of focus within composition studies, the significance of students’ own perceptions of the value of required writing courses has emerged as a key factor in determining how successfully they will transfer what they learn in those classes to writing in the disciplines (WID). This case study draws on insights from over 200 survey responses and six interviews to determine students’ attitudes at the University of Dayton toward ENG 100 and 200 and the value of these courses to future writing contexts. Findings indicate that many students have misconceptions and questions about the purposes of these courses, which can contribute to distorted views of how transferrable the skills and knowledge gained in these courses will be. In addition to shedding light on students’ perceptions of transfer, this research argues for the importance of understanding students’ forward-reaching conceptions of the purpose and value of writing instruction in order to ensure that transfer is possible.
Patrick Thomas, Ph.D. (Advisor)
Margaret Strain, Ph.D. (Committee Member)
Stephen Wilhoit, Ph.D. (Committee Member)
145 p.
Composition; Education; Higher Education; Pedagogy; Teaching
transfer; first-year writing; FYW; second-year writing; writing in the disciplines; WID

Recommended Citations

Citations

  • Goode, R. L. (2018). A Case Study of Student Perceptions of Transfer from First- and Second-Year Writing to the Disciplines [Master's thesis, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525442372578127

    APA Style (7th edition)

  • Goode, Rebekah. A Case Study of Student Perceptions of Transfer from First- and Second-Year Writing to the Disciplines. 2018. University of Dayton, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525442372578127.

    MLA Style (8th edition)

  • Goode, Rebekah. "A Case Study of Student Perceptions of Transfer from First- and Second-Year Writing to the Disciplines." Master's thesis, University of Dayton, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525442372578127

    Chicago Manual of Style (17th edition)

dayton1525442372578127
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© 2018, all rights reserved.
This open access ETD is published by University of Dayton and OhioLINK.