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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?
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