Partial Reading List

 This is a list of articles might be interested for those who want to learn more about the the theories and research that are shaping our program pedagogies:
  1. Canagarajah, A. Suresh. Negotiating Translingual Literacy: An Enactment. Research in the Teaching of English. Volume 48, Number 1. 2013. Pp. 40-67 (27 pages).
  2. Prior, Paul et. al. (2007). Resituating and re-mediating the canons: A cultural-historical remapping of Rhetorica Activity. Kairos: Rhetoric, Pedagogy, Technology. 11.3. 2007.
  3. Urs Fuhrer. Behavior Setting Analysis of Situated Learning: The Case of Newcomers. In Understanding Practice: Perspectives on Activity and Context. Seth Chaiklin and Jean Lave, Eds. Cambridge UP, 1996. Pp. 179-211 (31 pages).
  4. Kevin Roozen. “Tracing Trajectories of Practice: Repurposing in one Student’s Developing Disciplinary Writing Processes.” Written Communication3 (2010): 318-354 (39 pages).
  5. Bruno Latour, (1999) Pandora’s Hope: Essays on the Reality of Science Studies. Harvard University Press. Excerpt Chapter 2. Circulating Reference: Sampling the Soil in the Amazon Forest. (28 pages )
  6. David Russell “’Big Picture People Rarely Become Historians’: Genre Systems and Contradictions of General Education.” Writing Selves/Writing Societies, Bazerman & Russell Published February 1, 2003.
  7. Jody Shipka. (Excerpts from) Toward a Composition Made Whole. University of Pittsburgh Press. 2011. (Chapters 1 &2). (pp.18-56) (38 pages).
  8. Kathleen Blake Yancey, Liane Robertson and Kayla Taczak. Writing Across Contexts: Transfer, Composition, and Sites of Writing. Utah State UP, Logan: Utah. 2014. Introduction and Chapter 1: 1-59 (58 pages)
  9. Kill, Melanie. Acknowledging the Rough Edges of Resistance: Negotiation of Identities for First-Year Composition. College Composition and Communication. 58:2 / DECEMBER 2006 (23 pages)
  10. Terttu Tuomi-Gröhn and Yrjö Engeström. Conceptualizing Transfer: From Standard Notion to Developmental Perspectives. In Between School and Work: New Perspectives on Transfer and Boundary-Crossing. Pergamon, 2003, 19-38. (18 pages).
  11. Ray Land and Jan H.F. Meyer. Threshold Concepts and Troublesome Knowledge (5): Dynamics of Assessment. In Threshold Concepts and Transformational Learning. Sense Publishers, Rotterdam. 2010. Pp. 61-80. (19 pages).
  12. Linda S. Bergmann and Janet Zeprnick. Disciplinarity and Transfer: Students’ Perceptions of Learning to Write. In Writing Program Administration. Volume 31, Number 1-2 Fall/Winter 2007. 124-149 (25 pages).
  13. Mary Jo Reiff and Anis Bawarshi Tracing Discursive Resources: How Students Use Prior Genre Knowledge to Negotiate New Writing Contexts in First-Year Composition. Written Communication. 2011 28: 312 (28 pages).
  14. Angela Rounsaville. Selecting Genres for Transfer: The Role of Uptake in Students Antecedent Genre Knowledge. Composition Forum 26, Fall 2012. (Approximately 12 pages)
  15. King Beach. Consequential Transitions: A Sociocultural Expedition Beyond Transfer in Education. Review of Research in Education. 1999, Vo. 24. Pp. 101-139. (38 pages).
  16. Special Issue of Composition Forum (Vol. 26, 2012). Guest Editor: Elizabeth Wardle. Note: This issue is available online:
  17. Artemeva, Natasha & ox, Janna (2011). Tracing Discursive Resources: How Students Use Prior Genre Knowledge to Negotiate New Writing Contexts in First-Year Composition Written Communication. 28: 312-337.