Conceptualized as writing for justice, I offer close-scrutiny and analyses of teaching artifacts that animate my course syllabi in order to understand how first-year composition (FYC) courses might function as a vehicle for advancing social justice. Specifically, this essay offers a framework for enabling students with the critical capacities to transfer social justice knowledge from the classroom to the street. With close readings of my curricula and borrowing from the scholarship on knowledge transfer studies (Bawarshi & Reiff 2011; Beaufort 2007; Yancey 2011), I bridge the theoretical framework of writing for justice to a practice of writing for justice in curriculum design and development. As I argue here, this aspect of the curriculum provides the framework for crafting a FYC curriculum that aims to transform undergraduate students’ cognitive schemas by forming new “impressions” (Ahmed 2004) of social justice.

中文翻译：

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为第一年的正义写作（FYC）

作为为正义而写作的概念，我对为我的课程大纲制作动画的教学工件进行了仔细审查和分析，以了解一年级作文 (FYC) 课程如何作为促进社会正义的工具发挥作用。具体而言，本文提供了一个框架，使具有批判能力的学生能够将社会正义知识从课堂转移到街头。通过仔细阅读我的课程并借鉴知识转移研究奖学金（Bawarshi & Reiff 2011；Beaufort 2007；Yancey 2011），我将正义写作的理论框架与课程设计和开发中的正义写作实践联系起来。当我在这里争论时，