2.5: Learning How to Learn to Write- Outside of FYC

Last updated
Save as PDF

Page ID: 56956

\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \) \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)\(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\) \(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\)\(\newcommand{\AA}{\unicode[.8,0]{x212B}}\)

Because of his experience with assignments like the one I shared earlier, Godwin (and his co-authors) had the tools to identify how to write his ethanol plant plan. He understood the things he needed to pay attention to—purpose, audience, and process—in order to successfully write his plan. But Godwin’s experience is not unique.

In my Psychology 202 Research Methods class, our last major assignment
for the semester was a research proposal. We were asked
to pick a topic of interest, develop a research question, and create
a hypothetical experience . . . Developing a research question
and the experiment required a lot of critical thinking. We had to
do research on a broad topic . . . and then think of an original
experiment based on the research. This meant we had to have an
understanding of the way a successful experiment was done and
be creative enough to do something no one else had thought of.

—Amanda King

Amanda, a Psychology major slated to graduate in May 2011, talks about an assignment that all Psych majors eventually complete. In her Psych 202 class, she had to identify an appropriate research question, seek out relevant research material, describe a feasible mock experiment, and present her information in a way that was appropriate in her discipline. She asserts that she employed her critical thinking skills—skills that are very discipline-specific. She was practicing discipline-specific problem solving. According to John Bean, a professor of English, Writing Program Administrator at Seattle University, and author of a resource book on the importance of writing across the disciplines, critical-thinking is “discipline-specific since each discipline poses its own kinds of problems and conducts inquiries, uses data, and makes arguments in its own characteristic fashion” (3). However, he goes on to say that critical thinking is “also generic across disciplines” (4) because all critical thinking involves identifying or exploring a problem, challenge, or question and formulating a response. That response might come in the form of concrete answers or even new questions that need to be asked.

Amanda obtained early experiences in critical thinking when she took FYC and composed essays like the “Argument Analysis.” FYC at WVU also includes a persuasive research paper, an essay that required her to identify a research question on a topic of her choosing and to convince her audience to accept her answer/response to that question. Assignments like these are early training, designed to teach writers critical thinking, reading, and writing skills: an understanding of genre conventions and research skills.