Graduation Date

Summer 2019

Document Type

Thesis

Program

Master of Arts degree with a major in English, Composition Studies & Pedagogy

Committee Chair Name

Lisa Tremain

Committee Chair Affiliation

HSU Faculty or Staff

Second Committee Member Name

Janelle Adsit

Second Committee Member Affiliation

HSU Faculty or Staff

Third Committee Member Name

Kyle Morgan

Third Committee Member Affiliation

HSU Faculty or Staff

Subject Categories

English

Abstract

Scholarly journals dedicated to publishing first-year writing have cropped up at a number of four-year universities in the U.S. over the last two decades. Invariably established and run by the university’s writing program, these highly localized journals are meant to showcase the exemplary research and writing that students are doing in their introductory writing courses. Yet, while these publishing projects are nobly undertaken for students, the publications themselves are seldom edited by students. Here arises a golden opportunity for the transfer-based writing program to promote transfer of knowledge and practice in writing beyond the FYC course. This project argues that placing the responsibility for the publication of a print-based journal of first-year writing in the hands of undergraduate writers can provide them with unique moments for writing transfer as well as opportunities to develop further transferable writing knowledge based on key concepts and practices in writing studies. Bringing together theories of writing transfer in first-year composition, reflection and metacognition, and publishing as pedagogy, as well as conclusions based on an ethnographic study I conducted. This project offers notes toward an editorial pedagogy for a FYW journal that emphasizes lifelong reflection for metacognitive awarenessas a key practice for writing success across social, academic, and professional contexts.

Citation Style

MLA

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