摘要：the nature and purpose of the first year writing course continues to generate scholarly debate, and current administrative pressures concerning assessment and accountability raise questions about what content areas should be emphasized. At present, considerable discussion focuses on the question of “transfer,” a term that refers to the extent to which the writing taught in the first year writing class can or should help students write more effectively in other courses and disciplines. Given increased understanding of differences in writing needs across disciplines, can the writing that is taught in a Freshman Writing course, which is often a form of academic argument, help students approach writing tasks in various disciplines with greater insight?
