1. CHARLES NELSON KEAN UNIVERSITY Building Blocks of Writing

2. Perception and Self-regulation The ability to self-regulate one’s learning depends upon the ability to perceive similarities and draw connections.

3. Perception and Transfer In “the transfer of learning outcomes in a writing course … it is learners’ perceptions of similarity/difference … that appears to be the key” (James, 2008).

4. Perception and Learning “much of learning and creativity is due to recombining what is known rather than invention de novo” (Nelson, 2004). The ability to “recombine what is known” depends upon the ability to perceive similarities/differences.

5. Double Helix Four Bases DNA: Building Blocks of Life

6. In academic writing, the words can’t be found.

7. In conversation, the words flow.

8. PERCEIVING SIMILARITIES: 2 Building Blocks of Conversation 2 Building Blocks of Academic Writing “They say / I say”

9. Academic Writing Conversation of two Begins with others Quotes others Paraphrases others Summarizes others “John said that you were good at writing. Could you help me on an essay?” “They say”

10. Academic writing responds to others by Conversation (cont’d) Agreeing Disagreeing Simultaneously agreeing and disagreeing Agreeing with a difference Responding to those who disagree “Not really. I mean my grades are good, but I have to spend a lot of time figuring out what I want to say and how.” “I say”

11. Academic writing Conversation (cont’d) Explains why the issue is important  To them (“They say”)  To you (“I say”) Answers the questions  “So what?” (“They say”)  “Who cares?” (“They say”) “Well, at least you can do it. If I don’t get a good grade on this paper, I may have to repeat the class.” “They say / I say”

12. Two Building Blocks of Writing: “So what?” Relevance of conversation (“They say / I say”) for  Perception  Self-regulation  Learning Real life examples Ease of understanding Transfer  From their world to academia  From one class to another  From academia to the workplace

13. Bibliography Chularut, P., & DeBacker, T. K. (2004). The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language. Contemporary Educational Psychology, 29, 248-263. Graff, G., & Birkenstein, C. (2006). They Say / I Say: The Moves That Matter in Academic Writing. New York: W. W. Norton. Holland, J. H. (1995). Hidden order: How adaptation builds complexity. Reading, MA: Helix Books. James, M. A. (2008). The influence of perceptions of task similarity/difference on learning transfer in second language writing. Written Communication, 25, 76-103. Nelson, C. (2004). Building blocks of learning. Complicity: An International Journal of Complexity and Education, 1, 39-55. Available at http://www.complexityandeducation.ualberta.ca/COMPLICITY1/Complici ty_TOC.htm Stoffa, R. C. (2007). Generation 1.5 immigrant students’ self-regulation and learning strategies. The International Journal of the Humanities, 5, 191- 200.