Framework For SucceSS in PoStSecondary writing

This essay Framework For SucceSS in PoStSecondary writing has a total of 387 words and 5 pages.

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Framework For SucceSS in PoStSecondary writing
Habits of Mind
Habits of mind—ways of approaching learning that are both intellectual and practical—are
crucial for all college-level learners. Beyond knowing particular facts or completing mandatory
readings, students who develop these habits of mind approach learning from an active stance.
These habits help students succeed in a variety of fields and disciplines. They are cultivated both
inside and outside school. Teachers can do much to develop activities and assignments that foster
the kind of thinking that lies behind these habits and prepare students for the learning they will
experience in college and beyond. These habits include:
Curiosity
– the desire to know more about the world.
Curiosity is fostered when writers are encouraged to
• use inquiry as a process to develop questions relevant for authentic audiences within a
variety of disciplines;
• seek relevant authoritative information and recognize the meaning and value of that
information;
• conduct research using methods for investigating questions appropriate to the
discipline; and
• communicate their findings in writing to multiple audiences inside and outside school
using discipline-appropriate conventions.
Openness
– the willingness to consider new ways of being and thinking in the world.
Openness is fostered when writers are encouraged to
• examine their own perspectives to find connections with the perspectives of others;
• practice different ways of gathering, investigating, developing, and presenting
information; and
• listen to and reflect on the ideas and responses of others—both peers and
instructors—to their writing.
Engagement
– a sense of investment and involvement in learning.
Engagement is fostered when writers are encouraged to
• make connections between their own ideas and those of others;
• find meanings new to them or build on existing meanings as a result of new
connections; and
• act upon the new knowledge that they have discovered.
Creativity – the ability to use novel approaches for generating, investigating, and representing ideas.
Creativity is fostered when writers are encouraged to
• take risks by exploring questions, topics, and ideas that are new to them;
Published January 2011 by CWPA, NCTE & NWP
Excerpted from the Framework for Success in Postsecondary Writing http://wpacouncil.org/files/framework-for-success-postsecondary-writing.pdf
Developed by Council of Writing Program Administrators, National Council of Teachers of English, and National Writing Project.

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Framework For SucceSS in PoStSecondary writing
• use methods that are new to them to investigate questions, topics, and ideas;
• represent what they have learned in a variety of ways; and
• evaluate the effects or consequences of their creative choices.
Persistence – the ability to sustain interest in and attention to short- and long-term projects.
Persistence is fostered when writers are encouraged to
• commit to exploring, in writing, a topic, idea, or demanding task;
• grapple with challenging ideas, texts, processes, or projects;
• follow through, over time, to complete tasks, processes, or projects; and
• consistently take advantage of in-class (peer and instructor responses) and out-of-class
(writing or learning center support) opportunities to improve and refine their work.
Responsibility – the ability to take ownership of one’s actions and understand the consequences
of those actions for oneself and others.
Responsibility is fostered when writers are encouraged to
• recognize their own role in learning;
• act on the understanding that learning is shared among the writer and others—students,
instructors, and the institution, as well as those engaged in the questions and/or fields in
which the writer is interested; and
• engage and incorporate the ideas of others, giving credit to those ideas by using appropriate
attribution.
Flexibility
– the ability to adapt to situations, expectations, or demands.
Flexibility is fostered when writers are encouraged to
• approach writing assignments in multiple ways, depending on the task and the writer’s
purpose and audience;
• recognize that conventions (such as formal and informal rules of content, organization,
style, evidence, citation, mechanics, usage, register, and dialect) are dependent on discipline
and context; and
• reflect on the choices they make in light of context, purpose, and audience.
Metacognition – the ability to reflect on one’s own thinking as well as on the individual and
cultural processes and systems used to structure knowledge.
Metacognition is fostered when writers are encouraged to
• examine processes they use to think and write in a variety of disciplines and contexts;
• reflect on the texts that they have produced in a variety of contexts;
• connect choices they have made in texts to audiences and purposes for which texts are
intended; and
• use what they learn from reflections on one writing project to improve writing on
subsequent projects.
Published January 2011 by CWPA, NCTE & NWP
Excerpted from the Framework for Success in Postsecondary Writing http://wpacouncil.org/files/framework-for-success-postsecondary-writing.pdf
Developed by Council of Writing Program Administrators, National Council of Teachers of English, and National Writing Project.

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