Making Self, Making Context: Personal Meaning, Generative Dispositions, and Transfer in First-Year Composition

Autor/in	Stinnett, Jerry
Titel	Making Self, Making Context: Personal Meaning, Generative Dispositions, and Transfer in First-Year Composition
Quelle	In: Composition Forum, 51 (2023) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7502
Schlagwörter	Self Concept; Writing Instruction; Student Motivation; Student Attitudes; College Freshmen; Elementary Secondary Education; Correlation; Personality Traits; Affective Behavior; Goal Orientation; Learning Processes; Writing Processes; Transfer of Training; Student Characteristics; Academic Achievement + Suchen Sie Ihr Suchwort? Selbstkonzept; Schreibunterricht; Schulische Motivation; Schülerverhalten; Studienanfänger; Korrelation; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Affective disturbance; Active behaviour; Affektive Störung; Zielorientierung; Zielvorstellung; Learning process; Lernprozess; Training; Transfer; Ausbildung; Schulleistung
Abstract	This article explores the sources of student dispositions toward rhetorical approaches to first-year writing instruction through a case study of Lora, a particularly motivated writing student. The study traces Lora's performance and development of her identity through the imparting of personally meaningful objectives like "standing out" and "standing up for the right things" to particular activities across her primary, secondary, and university education. Lora's attributing of these personal objectives to certain activities but not others is the construction and maintenance of her identity and correlates with her exhibition of generative dispositions. I argue that, in Lora's case, dispositions are attitudinal and affective expressions of how and to what extent Lora has attributed personal meaning to a social activity in the process of identity formation. I then show how Lora identified my first-year composition (FYC) course with her personally meaningful goal of standing out as a student and, consequently, exhibited generative dispositions and productive learning practices to the challenges of developing a more rhetorical approach to writing. I conclude by suggesting that continued research on writing-related transfer must situate inquiry within the broader process of each individual's repurposing of meaningful objectives across experience. (As Provided).
Anmerkungen	Association of Teachers of Advanced Composition. e-mail: cf@compositionforum.com; Web site: http://compositionforum.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01