Threading Competencies in Writing Courses for More Effective Transfer

This article contributes to current conversations about transfer, specifically how WAC courses can encourage vertical transfer (Melzer). The authors draw on research in learner development that demonstrates how a threaded curriculum approach helps students learn concepts and skills and apply that knowledge in multiple contexts. Additionally, a threaded curriculum can incorporate pedagogical elements that have been linked to effective transfer, such as abstract conceptualization and metacognition. The authors present an instructional model for sequenced writing courses that leverages this research and moves away from disconnected writing courses. The threaded curriculum explored here promotes vertical transfer between an introductory professional writing course and a professional writing internship course. Both classes explicitly thread common competencies (which the authors define as purposeful combinations of concepts, skills, and learning dispositions) and common pedagogical activities (experiential learning and reflection) throughout the curriculum. Though designed for professional writing courses, this threaded-competencies curriculum offers a pattern that can be adapted for WAC courses in any discipline.