摘要：IN RECENT DECADES, composition studies has directed increased attention to the ways that students’ writing in first-year composition (FYC) prepares them for their later writing across the curriculum (WAC). Recent scholarship has worked to identify the characteristics and contexts common to literacy development as students progress from FYC to WAC. Among the rhetorical skills most critical to students’ disciplinary writing is the ability to construct effective arguments (Graff, 2003; Hillocks, 2010, 2011). This longitudinal study examines the transfer of a key component of argumentation—the ability to articulate claims and support them with evidence—from FYC to WAC in the junior and senior years.
