Knowledge is what we need to live as human beings. Over the years, students use knowledge to sharpen their skills in other to pass different obstacles in life. Students use different way to gain knowledge and many use a tactic to write down what they learned about to get the information in their brain faster when that’s not the case. In the book “Bad Ideas About Writing”, Ellen C. Carillo addresses how it’s a bad mindset to think that you can transfer information easily by writing because it takes a lot of time and effort since knowledge isn’t automatic. The article she covered “Are Cognitive Skills Context Bound”, is used to prove how people learn information.
Carillo has used article like “Are Cognitive Skills Context Bound”, to prove her point of how an effective problem that consider researchable from over 30 years ago. The article itself deals with human’s intelligence by using a wide range of academic and nonacademic tasks. She studied how people learn subjects differently and how they performances. Even though these arguments, knowledge is more influences of gifted domains (writing for example) to reflect on inborn aspects of intelligence. It has come to a conclusion that specialized knowledge is learned from low and high g(IQ or general intelligence) people; it was studied that nature of people with more knowledge will perform well because they have a rich knowledge base, while the lower g but more knowledge will perform because knowledge is more important than g.
In the chapter “Writing Knowledge Transfers Easily” in “Bad Ideas About Writing” Carillo discussed how colleges want freshmen to automatically to apply to a new major/course when transfer in not possible. She states how why writing instructors should not assure that knowledge will transfer easily. By using the article (Are Cognitive Skills Context Bound) by Gavriel Salomon and David Perkins, it was states “instances in which learning in one context or with one set of materials impacts on performance in another context or with other related materials” (Carillo 34). She explains how Charles Judd (an educational psychologist) years later would show how transfer is in fact possible but did not provide evidences if transfer is automatic. So when Anne Beaufort and Elizabeth Wardle came along, Wardle explains that students “did not appear to make even near connections of those skills, much less transfer those skills to very different contexts… no students suggested they were being asked to write a persuasive paper to be able to write persuasively in other courses”(Carillo 34). With back up evidences, Carillo was able to use sources from different professors to prove her point of view.
Knowledge itself is power but transfer itself needs to be trained properly in order to corporate in the learning field. Consistent is recommend to involve for incorporating metacognitive (thinking about thinking) exercises for students who is in writing courses. What Carillo is identifying based on Kathleen Yancey and her colleague’s research, studies has shown how students who got instructors who teach transfer are most likely to transfer information and their writing skills. It was also shown (based on National Research Council), how learning theory can give variety of teaching strategies to help students to reach a higher intellectual of maturity. Transfer is definitely possible but we need to eliminate the myth that transfer is automatic; it takes a lot of effort to remember a lot of information.
Considering everything, in conclusion, Carillo had a writing is detailed and formed a better way to transfer knowledge. Students who are in lower level courses should not be put on the same level as high level courses because they won’t be able to transfer that knowledge to their brain. With Gavriel Salomon, David Perkins, Charles Judd, Anne Beaufort, and Elizabeth’s studies, teaching for transfer should be taken more seriously. By studying, we might have a better understanding of how humans have different learning experiences of transfer with not just using academic contexts. Are there some limits to experience some certain activities to learn? Of course not, there is no limit in learning!
Works Cited
Bad Ideas about Writing Book – WVU Libraries. https://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf.
Pattern Based Writing: Quick & Easy Essay. (2020, June 8). Why Grammar Instruction Does
Not Improve Student Writing: How to Teach Writing and Grammar | Teaching Writing Fast and
Effectively! Teaching Writing Fast and Effectively! | Pattern Based Writing: Quick & Easy
Essay. https://patternbasedwriting.com/elementary_writing_success/why-grammar-instruction
does-not-improve-student-writing/
Pattern Based Writing: Quick & Easy Essay. (2020, June 8). Why Grammar Instruction Does Not Improve Student Writing: How to Teach Writing and Grammar | Teaching Writing Fast and Effectively! Teaching Writing Fast and Effectively! | Pattern Based Writing: Quick & Easy Essay. https://patternbasedwriting.com/elementary_writing_success/why-grammar-instruction-does-not-improve-student-writing/
Image Used
https://www.apqc.org/expertise/knowledge-management/knowledge-identification-mapping
https://www.searchenginejournal.com/a-personalized-entity-repository-in-the-knowledge-graph/379043/