HomeAnnotated BibliographiesWriting Beyond the University Connecting Work-Integrated Learning and Writing Transfer: Possibilities and Promise for Writing Studies Share: Section NavigationSkip section navigationIn this sectionAnnotated Bibliographies Capstone Experiences Conditions for Meaningful Learning Global Learning Internships Learning Communities Mentoring Service-Learning Student-Faculty Partnership Undergraduate Research Work-Integrated Learning Writing Transfer In and Beyond the University Reference List Entry:DePalma, Michael-John, Lilian W. Mina, Kara Taczak, Michelle J. Eady, Radhika Jaidev, and Ina Alexandra Machura. 2022. "Connecting Work-Integrated Learning and Writing Transfer: Possibilities and Promise for Writing Studies." Composition Forum 48. https://compositionforum.com/issue/48/work-integrated-learning.php.About this Journal Article:Abstract from the authors/article: This article explores ways that the field of rhetoric and writing studies can benefit from intentional engagement with work-integrated learning (WIL) research and pedagogy in the context of transfer research. Specifically, the article discusses: (1) redesigning writing internship pedagogies to align with WIL learning and curriculum theories and practices; (2) revisiting threshold concepts of writing by accounting for knowledge, theories, and practices that are central to epistemological participation in a variety of professional writing careers; (3) reconsidering notions of vocation to emphasize the ways writers’ personal epistemologies and social trajectories interact with the purposes, aims, and values of academic and workplace contexts; and (4) reconceptualizing writing major curricula in relation to the conceptual knowledge, procedural knowledge, and dispositions of expert writers in a range of professional contexts. In short, we argue that intentional engagement with WIL can enrich work on writing transfer and the field of rhetoric and writing studies as a whole. In addition to our theoretical discussion of the value of engaging with WIL frameworks in writing studies, we introduce our multi-institutional, transnational study of how WIL affects diverse populations of undergraduate students’ recursive transfer of writing knowledge and practices as an example of the kind of generative research on writing transfer and WIL that we are encouraging writing transfer researchers to take up.