Before I jump right into the reason for this entry’s title, I’ll need some set-up first. I write this entry a day after returning from the Conference on College Composition and Communication (CCCCs, or 4Cs). As always after a conference I am finding myself energized and exhausted at the same time. The dominant themes at work during this CCCCs (or, at least the things I sought out, and found valuable for my current thinking and work as a composition instructor and Writing Center administrator) seemed to be genre, transfer, and meta-cognition (awareness and understanding of one’s own thought process), and (of course) the relationships between these concepts.
There were two panels I found most powerful on these subjects, in part because they served to validate the work we’ve been doing in our Writing Theory and Pedagogy (peer tutor preparation) course, and in part because it has helped me to think more fully about my intentions in my own Composition and Literature (English 101) course (that’s where the “nonce” idea comes into play… but more on that later). [Specifics and my eventual point/observations after the jump]