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Role of Contexts« Role of Metacognition | Practice and Response Home | Role of Genre » Linda Driskell of Rice University uses the term “strategic knowledge” to express the same concept, that is, that demands on writers change over time and with new tasks and audiences. Similarly, Jeff Jablonski of the University of Nevada Las Vegas, explains, “[W]riters need continual ‘feedback’ because each new context requires new learning, new adjustments, new strategies, etc.” He and Virginia Draper ( SUNY Stony Brook) both suggest David Russell’s “Where Do the Naturalistic Studies of WAC/WID Point? A Research Review” (2001) in McLeod, Susan, E. Miraglia, M. Soven, and C. Thaiss. eds. WAC for the New Millennium, NCTE: Urbana, Illinois, for evidence of how writers have to adapt to new rhetorical contexts. As Jablonski further explains, good writing is not a generic concept—good writing varies from one situation to another, from one audience or genre (document type) to another, so that “students must continually ‘practice’ writing, to learn new genres, discourse conventions, how to adapt to specific audiences.” To make this point, he recommends Lucille Parkinson McCarthy’s “A Stranger in Strange Lands: A College Student Writing Across the Curriculum” in Research in the Teaching of English 21.3 (1987): 233–65. The same view about feedback was expressed by Jay Gordon of Youngstown State University. Joe Zeppetello of Marist College finds especially readable and helpful Stanley Aronowitz’s “Writing is not a Skill” in the Fall 2000, Peer Review, 6, available at <http://www.findarticles.com/p/articles/mi_qa4115/is_200310/ai_n9271622/print> (opens in new browser window) by Valerie Balester, July 2006 « Role of Metacognition | Practice and Response Home | Role of Genre » |