Mang Ti 1
English 1101 (Group $0)
Research Project
December 5th, 2019
Mti1@student.gsu.edu
Writing Knowledge Transfers Easily
Ellen C. Carillo, the author of “Writing Knowledge Transfers Easily” thinks it is a bad idea to think that the writing knowledge transfer easily, because she mentioned the phrase, “Judd’s experiments in 1908 indicated that transfer was possible, but it would take nearly a century for those who teach and study writing to begin thinking about what to do about this.” (Carillo 35). This is saying that it is possible for writing knowledge to transfer but it is not going to be easy. It’s going to take a lot of time and effort. In other words, while writing transfer is possible, it’s not automatic, but students’ ability to describe and generalize their writing knowledge can promote transfer, and reflection on the writing process plays an important role in developing this ability.
Carillo also mentioned that “writing professors Anne Beaufort and Elizabeth Wardle both found in their research that even when students described their first-year writing courses as valuable, they were largely unable to generalize its teachings and thus imagine how that writing connected to other courses.” (Carillo 35). What Carillo tries to say is that not to mention the easiness of the writing knowledge to be transferred, most students don’t even remember what they learned in their first-semester composition class. So, according to Carillo, it is a bad idea to think that “Writing Knowledge Transfers Easily.”
“Mistakes, Wrong” by Joe The Goat Farmer is licensed under CC BY 2.0
Further Reading 1, David Perkins and Gavriel Salomon’s article, “Transfer of Learning” help me massively while I try to understand the source, Carillo’s bad idea
about “Writing Knowledge Transfers Easily.” “Talk of transfer is always at least implicitly contrastive: it assumes learning within a certain context and asks about impact beyond that context. (Perkins and Salomon 3). What they’re trying to say is that to transfer knowledge means to share or disseminate knowledge. It means to provide a lot of effort to problem-solving. It means to apply your knowledge to the problem solving depending on the situation.
“Transfer of Learning” helps me understand why Carillo thinks it is a bad idea to think that “Writing Knowledge Transfers Easily”, and what a better idea than to think that “Writing Knowledge Transfers Easily.” It provides the idea of what it means to transfer. The better solution for this bad idea would be up to create and organize writing knowledge and ensure its values for future uses. Students must be able to apply their writing knowledge to the upper level of writing. They must be able to change their writing style regarding the requirements due to their audiences’ demands. In other words, students must be flexible with their writing style according to the writing situation.
Further Reading 2, which is one of the references of “Transfer of Learning”, “Situated Cognition and the Culture of Learning” by John S. Brown, Allan Collis, and Paul Duguid help me understand the source (FFR1). The article provides a lot of excellent information on topics like Situated Knowledge and Learning, Learning and enculturation, Learning Through Cognitive Apprenticeship, and Apprenticeship and Cognition. The topic that helped me understand the FFR1 the most is Situate Knowledge and Learning.
“Situated Learning essentially is a matter of creating meaning from the real activities of daily living situated learning suggests that learning takes place through the relationships between people and connecting prior knowledge with authentic, informal, and often unintended contextual learning.” (Brown, Collis, and Duguid 37). What it means is that situated learning, on
the other hand, suggests that learning takes place through the relationships between people and culture. Knowledge with authentic, informal, and often unintended contextual learning. According to Brown, Collis, and Duguid, situated learning is also referred to as Situated Cognition which is a theory that emphasizes that people’s knowledge is constructed within and linked to the activity, context, and culture in which it was learned. So, those two things mean the same thing. Examples of cognitive learning strategies would be helping students find new solutions to problems. Encouraging discussions about what is being taught. It is helping students reviewing notes or going over what’s being taught. Testing students to justify and explain their thinking.
The FFR2 help me understand the FFR1 by mentioning the situated action. Situated Action is “the idea that human activity is based on a swarm of contingencies, that nothing can be understood without first understanding its context. It is a critique of cognitive science in that it denies that human procedures are replicable.” This means to be able to transfer knowledge is to understand the context first. This phrase explains the whole situation of transfer knowledge. We must inputs effort to understand the context to be able to transfer knowledge. One thing to keep in mind is that writing knowledge does not transfer easily. It takes effort and time.
Work Cited
1. Ellen C. Carillo, “Writing Knowledge Transfers Easily” WVU Libraries. (2017)
2. David N. Perkins, Gavriel Salomon, “Transfer of Learning” International Encyclopedia of Education, Second Edition Oxford, England: Pergamon Press. (September 2, 1992) https://www.researchgate.net/publication/2402396
3. Brown JS, Collins A, Duguid P 1989 Situated cognition and the culture of learning. Educational Researcher 18 (1): 32-42