Transferable authorship in writing courses for first-year university students

This study aims to establish the theoretical foundation for authorship education targeting lower-year students from the perspective of transferable authorship and to propose fundamental principles for designing such education. Accordingly, the research identifies the concept and components of transferable authorship, examines the status of lower-year students, and provides guiding principles for constructing writing courses tailored to this group. The concept of ‘transferable authorship’ is utilized to denote an authorship that can transition and manifest across various academic discourses and diverse contexts that learners may encounter. Lower-year students are characterized as novice writers aspiring toward ‘authorial writer’ and are framed as multilayered, dynamic authors engaged in communication within sociocultural contexts. Building on this framework, the study proposes two fundamental principles for designing authorship-enhancing courses for lower-year students. First, opportunities for learners to internalize self-awareness as authors must be continuously provided throughout the entire course of the class. Second, the ‘Coming to writing’ process must be expanded to activate activities that faithfully carry out the dynamic process of intertextual inquiry and communication over a long period of time.