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ERIC Number: EJ1081795
Record Type: Journal
Publication Date: 2014
Reference Count: 14
Generative Intersections: Supporting Honors through College Composition
Camp, Heather C.
Journal of the National Collegiate Honors Council, v15 n2 p59-67 Fall-Win 2014
Given the current emphasis on acceleration toward graduation, common sense might seem to argue against First-Year Composition (FYC) as a compelling course offering in an honors curriculum. Dual enrollment is changing the landscape of students' first two years of college, in many cases affecting their decision about whether to enroll in FYC. Trends in composition teaching are creating intriguing parallels with honors, paving the way for shared goals and unique collaborations. Grammar, citation, library search engines, and thesis statements continue to be important but have also been joined by other aims that align admirably with the commitments of honors. Honors directors and composition faculty would do well to become familiar with their mutual aims, opening the doors for partnerships that support honors students' development as writers and thinkers. Three disciplinary trends in particular make FYC a likely candidate for an honors curriculum: (1) the field's increased attentiveness to reading as an area of emphasis; (2) its growing interest in metacognition and learning transfer; and (3) its potential for facilitating digital engagement. This article discusses how, taken together, these characteristics suggest that the first-year writing course deserves a second look.
Descriptors: Freshman Composition, Honors Curriculum, Educational Benefits, Educational Trends, Dual Enrollment, Reading Skills, Metacognition, Transfer of Training, Technology Uses in Education, Learner Engagement
National Collegiate Honors Council. 1100 Neihardt Residence Center, University of Nebraska-Lincoln, 540 North 16th Street, Lincoln, NE 68588. Tel: 402-472-9150; Fax: 402-472-9152; e-mail: firstname.lastname@example.org; Web site: http://nchchonors.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A