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arousing mindfulness
active self monitoring
thorough & diverse practice
using a metaphor or analogy
Practices that promote writing transfer
Teach students to conduct rhetorical analysis in new situations, especially how to analyze the features of new texts they are being asked to write, and the new communities for which they are asked to write.
Explicitly modeling transfer-focused thinking and the application of meta- cognitive awareness as a conscious and explicit part of a process of learning.
explicit abstraction
within your course(s)
Teach students to explicitly abstract principles about the task, idea, or genre at hand.
Teach concepts and heuristics rather than rigid rules. Teach flexible approaches to rhetorical problem-solving.
Design ill-structured rhetorical problems and assign, teaching, and explain them as ill-structured rhetorical problems.
Set up courses so that you are teaching in a steady rhythm of reflection and practice (Tishman, Jay, & Perkins).
Teach students to actively self-monitor during difficult writing tasks and be mindful.
Help them figure out how this prior knowledge is relevant, helpful, and/or needs to be re- purposed for the new task and context at hand.
Consider what students bring with them in terms of skills, experiences, identities, and values.
Make clear what is expected in a new setting. Be explicit (Yancey et al.).
encouraging transfer across courses
Give examples of what is expected.
Help students explore how this compares to what they already know how to do - what this new task is like and not like (Bawarshi, Reiff, et al.).