Problem Solving with Prior Knowledge: Influences, Affordances, and Constraints
Professor and Chair of Writing and Rhetoric, UCF
Date: February 23, 2016
This National Speaker Series talk draws on two longitudinal studies of student writing to explore variables that impact students’ abilities to transfer and use prior knowledge in new writing tasks, such as engagement, dispositions, and identity. The lecture concludes with specific suggestions regarding how faculty can assist students in usefully transferring prior knowledge to enhance learning, motivation, and performance.
About the Speaker
Elizabeth Wardle is professor and chair of writing and rhetoric at the University of Central Florida. She has directed the writing program there and at the University of Dayton, which contributed to her ongoing interest in how learners use and transfer prior knowledge about writing, and how courses and programs can best help students learn to write more effectively. She regularly gives talks and workshops around the U.S. on how threshold concepts and knowledge about writing and knowledge transfer can be used to strengthen writing courses and programs. Her most recent publication is Naming What We Know: Threshold Concepts of Writing Studies (Utah State University Press 2015), with Linda Adler-Kassner.