![]() I first take up the problem theoretically by defining "transfer" and discussing how we might study it. ![]() ![]() In this paper I address the lack of engagement with the problem of transfer from FYC. Not only must we acquaint ourselves with the rich theoretical discussions and research findings from other fields, we must conduct our own research on writing-related transfer from FYC. Because FYC continues to be required, the field of Rhetoric and Composition in general-and those of us working as writing program administrators in particular-would be irresponsible not to engage the issue of transfer (1). "Overwhelmingly," Smit concludes, "the evidence suggests that learners do not necessarily transfer the kinds of knowledge and skills they have learned previously to new tasks" (119).ĭespite the lack of evidence for transfer from FYC (or most other educational experiences), numerous critiques of FYC, and a variety of suggested alternatives to FYC based on its supposed shortcomings, the course remains one of the few common general education requirements for nearly all students in all colleges and universities across the country. Moreover, if we extrapolate from transfer research in other fields-most notably educational psychology-we should not expect to find much evidence of transfer from FYC. Yet we have no evidence that FYC facilitates such transfer, as a number of composition scholars have pointed out for decades as they have critiqued FYC and even called for the abolition of FYC requirements (Brannon Goggin Kitzhaber Russell Petraglia). Implicit in these expectations is the assumption that FYC should and will provide students with knowledge and skills that can transfer to writing tasks in other courses and contexts. While the goals for FYC are debated in our journals, the fact that nearly every student is required to take FYC suggests that administrators, policy makers, parents, and students expect the course to prepare students for the writing they will do later-in the university and even beyond it. Composition researchers have conducted only three case studies (McCarthy Walvoord and McCarthy Carroll) that discuss FYC writing-related transfer problems-and these were not studies initially or primarily interested in transfer. Although there have been a few theoretical discussions of writing transfer and FYC (Foertsch), writing centers (Hagemann), and advanced writing courses (Kain and Wardle), nearly all research studies of writing-related transfer are confined to the field of professional communication. Smit's primary criticism is of the dearth of systematic research attention paid to transfer from first-year writing courses he makes a valid point. In The End of Composition Studies, David Smit summarizes what we know as a field about the transfer of writing-related skills from first-year composition (FYC) to other courses and contexts: very little.
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