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Introducing Students to College WritingMoving Beyond Humanities-Centered Practices

Introducing Students to College WritingMoving Beyond Humanities-Centered Practices R e v i ew s Introducing Students to College Writing Moving beyond Humanities- Centered Practices The Transition to College Writing. 2nd ed. By Keith Hjortshoj. New York: Bedford/St. Martin’s, 2009. Cary Moskovitz First- year writing (FYW) courses can play a pivotal role in helping students move from high school to college l-evel writing. Yet at my institution, about a fourth of our students take required “first- year seminars” — courses with sub- stantive writing assignments taught by faculty from across the college— before FYW, and even more take them simultaneously. Regardless of our curricular intentions, many of our students first face the transition to college writing not in FYW but in other courses. Unfortunately, in contrast to the rich variety of instructional materials designed for FYW, there is not much suited to students in these kinds of courses. So I was excited to see Keith Hjortshoj’s newly revised and expanded Transition to College Writing; the concept of the book suggested a good t fi for students in these courses, and I admire The Elements of Teaching Writing (2004), the guide for teachers of Writing in the Disciplines (WID) courses that Hjortshoj coauthored with Katherine Gottschalk. A combination self- http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

Introducing Students to College WritingMoving Beyond Humanities-Centered Practices

Moskovitz, Cary
Pedagogy , Volume 11 (1) – Jan 1, 2011
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Copyright
© 2010 by Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-2010-025
Publisher site
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Abstract

R e v i ew s Introducing Students to College Writing Moving beyond Humanities- Centered Practices The Transition to College Writing. 2nd ed. By Keith Hjortshoj. New York: Bedford/St. Martin’s, 2009. Cary Moskovitz First- year writing (FYW) courses can play a pivotal role in helping students move from high school to college l-evel writing. Yet at my institution, about a fourth of our students take required “first- year seminars” — courses with sub- stantive writing assignments taught by faculty from across the college— before FYW, and even more take them simultaneously. Regardless of our curricular intentions, many of our students first face the transition to college writing not in FYW but in other courses. Unfortunately, in contrast to the rich variety of instructional materials designed for FYW, there is not much suited to students in these kinds of courses. So I was excited to see Keith Hjortshoj’s newly revised and expanded Transition to College Writing; the concept of the book suggested a good t fi for students in these courses, and I admire The Elements of Teaching Writing (2004), the guide for teachers of Writing in the Disciplines (WID) courses that Hjortshoj coauthored with Katherine Gottschalk. A combination self-

Journal

Pedagogy – Duke University Press

Published: Jan 1, 2011

References