[Teaching_Composition] Why study transfer?

[teaching_composition@mailman.eppg.com]

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>From Kathy's last post, I love this:

"I doubt we know much at all about the private learning lives of 
students."

That's how I've felt these four years listening to the students talk to 
me. I am so completely out of touch with their private learning lives. 
Even with four years of texts and transcipts and an increasing willingness 
on their part to tell me sordid details, I still can't really fathom what 
goes on in students' private learning lives. As a researcher I am trying 
very, very hard to just listen, not judge, so that the students are 
willing to talk openly. As a teacher, I am, of course, horrified by what 
Matt did. As a researcher I am thinking, "I am so happy he was willing to 
share that with me. How do I understand it? What do I do with it?" And I 
still don't know. As I said before, the research on transfer has to be 
about so much more than cogntive skills--it's about personal identity, 
resistance, genre awareness, rhetorical awareness, time, and on and on. 

Elizabeth

Elizabeth Wardle, PhD
Assistant Professor
Director of Writing Programs
Internship Coordinator
Department of English
Humanities 277
University of Dayton
Dayton, Ohio
937-229-3003
ewardle@udayton.edu
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<br><font size=2 face="sans-serif">From Kathy's last post, I love this:</font>
<br>
<br><font size=2><tt>&quot;I doubt we know much at all about the private
learning lives of students.&quot;</tt></font>
<br>
<br><font size=2><tt>That's how I've felt these four years listening to
the students talk to me. I am so completely out of touch with their private
learning lives. Even with four years of texts and transcipts and an increasing
willingness on their part to tell me sordid details, I still can't really
fathom what goes on in students' private learning lives. As a researcher
I am trying very, very hard to just listen, not judge, so that the students
are willing to talk openly. As a teacher, I am, of course, horrified by
what Matt did. As a researcher I am thinking, &quot;I am so happy he was
willing to share that with me. How do I understand it? What do I do with
it?&quot; And I still don't know. As I said before, the research on transfer
has to be about so much more than cogntive skills--it's about personal
identity, resistance, genre awareness, rhetorical awareness, time, and
on and on. </tt></font>
<br>
<br><font size=2><tt>Elizabeth</tt></font>
<br>
<br><font size=2 face="sans-serif">Elizabeth Wardle, PhD<br>
Assistant Professor<br>
Director of Writing Programs<br>
Internship Coordinator<br>
Department of English<br>
Humanities 277<br>
University of Dayton<br>
Dayton, Ohio<br>
937-229-3003<br>
ewardle@udayton.edu</font>
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