ABSTRACT
Over the course of a distinguished career, Kathleen Blake Yancey’s published writings have reflected her varied interests in the field of rhetoric and composition, including portfolio assessment, WAC assessment, multimodal writing, the role of prior knowledge in writing development, and an ambitious study of skill transfer across academic disciplines. In Reflection in the Writing Classroom (1998), Yancey emphasizes reflection as a practice that encourages students to be responsible for their own learning: “while many of us advocate student-centered pedagogy, we are still struggling to see how to get the student into that center” (20). In Teaching Literature as Reflective Practice (2004), she explores, among other things, validating students’ personal interpretation of literature as well as the knowledge they bring to class. In her most recent book, Writing Across Contexts: Transfer, Composition, and Sites of Writing (2014). Yancey and coauthors Liane Robertson and Kara Taczak evaluate current theories of transfer and establish their own research-based teaching for transfer model (TFT). Writing Across Contexts offers a model based on systematic reflection, key terms, and students’ development of their own theory of writing. Writing Across Contexts won the 2015 CCCC Research Impact Award and the 2016 CWPA Best Book Award.
