• Video interview with Anna Knutson, author of Developing Writers chapter seven, discussing the applications of her chapter for writing instructors.

Transcript

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    My name's Anna Knutson,

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    I am a newly minted PhD from
    the University of Michigan.

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    I'm starting a position currently as
    assistant professor of literature and

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    language and the director of composition
    at East Tennessee State University.

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    At the college level I would like
    instructors to know that students,

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    they bring in a complicated set of
    beliefs and ideas about writing.

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    That might be shaping how they
    interact with the curriculum, right?

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    So, maybe it looks like
    a student just can't write,

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    or they have some really
    serious challenges as writing.

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    But maybe they have some beliefs about
    writing that are kind of blocking

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    their progress, because she ended up
    being a really successful writer but

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    In her earlier coursework she had so
    many challenges and I think it had so

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    much to do with kind of some the baggage
    that she brought into college.

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    I do think that building in some
    flexibility in the High School curriculum,

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    creating opportunities for
    students to write in different context and

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    to prepare them to move
    across different contexts and

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    be familiar with different genres and
    to know that

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    when they enter college that it's going
    to be a whole different ball game.

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    And then when they enter their major it
    will be even you know more different.

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    And their profession so on and so forth.

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    I think a lot about the link
    between self efficacy and

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    learning in the chapter I talk about it
    in terms of growth mindset of course.

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    Just the awareness that if we
    believe we can do something it's

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    that much easier to learn how to do it.

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    And I think that's the implication for
    instructors is to have, to really believe

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    in students and to help students to
    coach them in believing in themselves.

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    I think the biggest problem,
    the kind of research problem underlying my

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    chapter is the misalignment between high
    school and college curriculum, right?

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    I think there's really, really,
    in Grace's case, for example,

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    there's great teaching going
    on on either side, but

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    the two types of curricula aren't
    really speaking to each other.

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    So, I think what we can take away from
    that is that, if we are expecting students

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    to move from high school ELA curriculum
    into a college writing curriculum,

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    that are not really speaking
    to each other very well.

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    I think the biggest problem, the kind of

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    research problem underlying my chapter

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    is the misalignment
    between high school and

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    college curriculum, right?

Interview with Anna Knutson: For Instructors

From Developing Writers in Higher Education: A Longitudinal Study by Anne Ruggles Gere, Editor

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  • Education:Higher Education
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