[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599060-105":59,"doc-detail-599060-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","composition-forum-41-learning-how-to-ask-questions-with-rhetorical-reflections","Composition Forum 41 - Learning How to Ask Questions with Rhetorical Reflections","","This article examines how careful course design can support students’ transfer of writing-related knowledge by helping them identify knowledge gaps and ask questions about rhetoric and genre. It recounts a 2012 teacher research study in a first-year composition classroom where students asked questions but not the kinds needed to move across assigned genres. It then develops a rhetorical reflection assignment and analyzes two students’ reflective work, arguing that emphasizing rhetorical, genre, and writing-process knowledge shapes more effective questioning during composition.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/composition-forum-41-learning-how-to-ask-questions-with-rhetorical-reflections/599060/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/composition-forum-41-learning-how-to-ask-questions-with-rhetorical-reflections/599060.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the author identify in students’ questioning in the first-year composition classroom?","Question",{"text":112,"@type":113},"Students were comfortable asking questions, but they did not ask questions that helped them move successfully across assigned genres.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article propose using a rhetorical reflection assignment?",{"text":117,"@type":113},"The author explains how the assignment is designed to help students identify knowledge gaps and pose questions about rhetoric and genre, supported by reflective analysis of student work.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the author argue that question-asking must be modeled for effectiveness?",{"text":121,"@type":113},"Opportunities to ask questions are not enough; explicit modeling and “expert practice” are needed so students learn what and how to ask about key knowledge domains.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599060,1792161772,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Current Issue  From the Editors  Weblog  Editorial Board  Editorial Policy  Submissions Archives  Accessibility  Search  \nComposition Forum 41, Spring 2019  \nLearning How to Ask Writing Questions with Rhetorical Reflections  \nAdrienne Jankens  \nAbstract: Positioned within our field’s work on supporting transfer of writing-related knowledge through careful course design, this article describes the development of a pedagogical intervention designed to help students identify knowledge gaps and pose questions about rhetoric and genre. Below, I tell the story of a 2012 teacher research study that helped me identify a key problem in my inquiry-based first-year composition classroom:  \nwhile students were comfortable asking questions, they were not asking the kinds of questions that would help them move across assigned genres most successfully. I explain how this finding led me to develop a rhetorical reflection assignment and explore the rhetorical reflections of two students in my fall 2016 FYC course to identify and describe what happens when these knowledge domains are explicitly emphasized in reflective tasks and to consider questions for future study of this kind of reflective writing.  \n“The more questions I asked myself about the topics I wrote about, the clearer the answers were tome.” (Melissa, reflective argument essay)  \nWhy Does Asking Questions Matter?  \nAs teachers, we know that asking questions can lead students to develop authority about their writing processes and rhetorical decisions. As a part of the social construction of knowledge-making, asking questions empowers the student-rhetor by helping them gather information about the thought processes, ideals, and beliefs of their audiencesand other aspects of the rhetorical situation. For our work as teacher-researchers, we find question-asking arecursive and generative part of developing our pedagogical practice and scholarship.  \nExamining how question-asking plays out in a composition classroom can give us insight into how to develop learning conditions that support students in developing a habit of asking the right kinds of questions as they compose. Specifically, the study and follow-up analysis I describe below show how providing students with specific occasions to identify knowledge gaps about the rhetorical situation may help them better attend to aspects of rhetorical knowledge, genre knowledge, and writing process knowledge as they consider what questions they need to ask instructors or peers (and themselves) as they compose. These kinds of questions can focus student attention on aspects of writing that transcend what must be done to complete an assignment for a class, instead emphasizing concepts that are integral to responsible, effective communication in writing across contexts: why am I writing this, who am I writing for, in what format can I best communicate these ideas, what effects might my rhetorical choices have, and what do I hope we will learn together through this communication?  \nBut creating opportunities to ask questions will not do enough work to help students know how to ask the “right”questions about writing. Invoking Beaufort’s knowledge domains, which she used in her 2007 study to examine a student’s transfer of writing-related knowledge from FYC, through other general education courses, and into the workplace, may help us think about the kinds of questions students need to be asking in our writing classes. Beaufort’s five knowledge domains (“discourse community knowledge, subject matter knowledge, genre knowledge, rhetorical knowledge, and writing process knowledge”(Beaufort 18)), which I apply and extend in my analysis below, provide us with a vocabulary for categorizing question types that may be applicable across the many ways that FYC manifests curricularly in our institutions. Composition and literacy learning scholars (e.g. Ogle, Ciardiello, and Olivas, described below) have developed instructional strategies for teaching question","cbCaichxIllA7lKG","https://ap.wps.com/l/cbCaichxIllA7lKG","pdf",167342,16,"English","# Learning How to Ask Questions with Rhetorical Reflections\n## Abstract\n## Why Does Asking Questions Matter?\n## Examining Question-Asking in Composition\n## Knowledge Domains and Instructional Strategies","[{\"question\":\"What problem does the author identify in students’ questioning in the first-year composition classroom?\",\"answer\":\"Students were comfortable asking questions, but they did not ask questions that helped them move successfully across assigned genres.\"},{\"question\":\"How does the article propose using a rhetorical reflection assignment?\",\"answer\":\"The author explains how the assignment is designed to help students identify knowledge gaps and pose questions about rhetoric and genre, supported by reflective analysis of student work.\"},{\"question\":\"Why does the author argue that question-asking must be modeled for effectiveness?\",\"answer\":\"Opportunities to ask questions are not enough; explicit modeling and “expert practice” are needed so students learn what and how to ask about key knowledge domains.\"}]","Composition Forum 41 - Learning How to Ask Questions with Rhetorical Reflections | PDF",1792088098]