Mathison, Maureen “Making rhetoric explicit: Demystifying disciplinary discourse for transfer students .” In Galin, Jeffrey R.; Carol Peterson Johnson; J. Paul Haviland (Eds.), Teaching/writing in the late age of print; Cresskill, NJ: Hampton Press, 2003. 53-62.
Transfer students often have a difficult time negotiating both the writing expectations at four-year schools and the different disciplinary and institutional discourses they confront at their new university. Mathison describes a course , “Ways of Knowing in a University Setting,” which was designed to help students explicitly learn about the reading and writing expectations they would encounter in their courses. The course used texts from rhetoric and composition that researched how students write in various disciplinary communities and rhetorical conventions. The course assignments asked the students to reflect on their own practices as writers and how they understand the thinking, reading, writing, and researching in their other courses.
Notes and Quotes
It is important to let students know that the academic realm is not separate from our personal and private lives: “I had reminded students that all academic contributions are personal – they come from our questions, our knowledge, our creativity, and our labor.” (59) this is not to say that students don’t need to be taught to present their claims rhetorically – not all personal opinions.