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

Abstract

These transfer and learning theories inform the Elon Statement on Writing Transfer, excerpted here, and the chapters in this collection. ERS participants brainstormed extensive lists of principles and enabling practices about writing trans-ERS participants have investigated both "Teaching for Transfer" and "Writing about Writing" curricula in multi-institutional studies. Because these types of curricular approaches forefront rhetorical knowledge, terms, and concepts that students will need to apply in future contexts, they equip students with tools and strategies for successful boundary crossing. These approaches typically also build in reiterative opportunities for developing metacognitive awareness. Although these curricula often are implemented in first-year writing contexts, courses university-wide can include reflection activities about both generalizable and discipline-specific writing strategies. recognizing and studying transfer: sites and MethodsCross-institutional, cross-disciplinary, and cross-cultural collaboration enriches the discussion about writing transfer and allows new perspectives to become visible. Even if multi-institutional research is not feasible for a specific writing transfer study, scholars should pursue both new and replication studies in varied contexts and routinely revisit how new inquiries intersect with prior and concurrent studies (across global contexts, as Donahue's chapter emphasizes).Both in case studies of individuals or contexts and in larger data samples, writing transfer studies use a variety of qualitative and quantitative methods to identify evidence of and measure transfer, including surveys, focus groups, interviews, classroom observations, text analysis, discourse analysis, Anson, C. M. (2016). The Pop Warner chronicles: A case study in contextual adaptation and the transfer of writing ability.

The Use of Social Media Text-Based Exercises to Promote University Students’ Knowledge of Non-Academic and Academic English Language

“…Non-academic texts refer to different forms of texts that are not relevant to any courses or projects at the writers' school or university (Amicucci, 2013). Rosinski (2017) also proposed that the writers produce non-academic texts because they want to do. They are not assigned to do for their school or university requirements.…”

“…For example, the phrase 'See you' was written 'CU', or the phrase 'for u' was written '4 u'. Rosinski (2017) mentioned the texts posted on social media are one kind of non-academic text. This study, therefore, employs produced by the students based on their personal needs on social media platforms such as Facebook or Twitter posts and text messaging.…”

“…It is not related to subjects, courses, projects, or any assignments in school or college (Amicucci, 2013). Rosinski (2017) also proposes that the writers produce non-academic texts because they want to do. They are not assigned to do for their school or university requirements.…”

“…Therefore, to help students to gain more fundamental knowledge of the nonacademic and academic language and differentiate the two styles of writing, the researcher incorporates non-academic texts written on social media into academic English writing exercises. This study applies the term non-academic texts in line with the definition proposed by Rosinski (2017). They are the texts produced based on the writers' personal needs, not an educational Arab World English Journal www.awej.org ISSN: 2229-9327 299 requirement on social media platforms such as Facebook or Twitter posts and text messaging.…”

A Taxonomy of Life Writing: Exploring the Functions of Meaningful Self-Sponsored Writing in Everyday Life

“…Research on writing that people elect to do-what researchers have variously called "self-sponsored writing," "everyday writing," and "voluntary writing"-has affirmed the value of this writing in its own right as well as in conversation with obligatory writing (Brandt, 2001(Brandt, , 2015Gere, 1994;Lindenman & Rosinski, 2020;Naftzinger, 2018;Roozen, 2010Roozen, , 2012Rosinski, 2016;Shepherd, 2018). The fields of community writing, literacy studies, and the rhetoric of health and medicine are among those that have examined the power of writing that people compose beyond work and school.…”