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2018
Volume 70, Issue 3
  • ISSN: 0010-096X
  • E-ISSN: 1939-9006

Abstract

This article theorizes how students know when to activate knowledge acquired in FYC courses. Addressing knowledge activation as motivated by pursuing activity-specific objectives, the author calls for situating students’ encounter with and acquisition of rhetorical knowledge and practices of writing as knowledge of how to perform activities other than writing.

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/content/journals/10.58680/ccc201929987
2019-02-01
2024-04-18
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  • Article Type: Research Article
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