HomePublications Understanding Writing TransferImplications for Transformative Student Learning in Higher EducationEdited by Jessie L. Moore and Randy Bass Book MenuUnderstanding Writing Transfer SectionsPart 1Part 2ChaptersForewordChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Contributors Videos Buy in PrintISBN: 9781620365854January 2017 | Stylus Publishing While education is based on the broad assumption that what one learns here can transfer over there– across critical transitions – what do we really know about the transfer of knowledge? The question is all the more urgent at a time when there are pressures to “unbundle” higher education to target learning particular subjects and skills for occupational credentialing to the detriment of integrative education that enables students to make connections and integrate their knowledge, skills and habits of mind into a adaptable and critical stance toward the world This book – the fruit of two-year multi-institutional studies by forty-five researchers from twenty-eight institutions in five countries – identifies enabling practices for, and five essential principles about, writing transfer that should inform decision-making by all higher education stakeholders about how to generally promote the transfer of knowledge. This collection concisely summarizes what we know about writing transfer and explores the implications of writing transfer research for universities’ institutional decisions about writing across the curriculum requirements, general education programs, online and hybrid learning, outcomes assessment, writing-supported experiential learning, e-portfolios, first-year experiences, and other higher education initiatives. This volume makes writing transfer research accessible to administrators, faculty decision makers, and other stakeholders across the curriculum who have a vested interest in preparing students to succeed in their future writing tasks in academia, the workplace, and their civic lives, and offers a framework for addressing the tensions between competency-based education and the integration of knowledge so vital for our society. Table of ContentsForewordBetsy O. Barefoot and John N. GardnerChapter 1: Five Essential Principles about Writing TransferJessie L. MoorePart 1: Critical Sites of Impact ChaptersChapter 2: Transfer and Educational Reform in the 21st Century: College and Career Readiness and the Common Core StandardsLinda Adler-KassnerChapter 3: Pedagogy and Learning in a Digital EcosystemRebecca Frost DavisChapter 4: Writing, Transfer, and ePortfolios: A Possible Trifecta in Supporting Student LearningKathleen Blake YanceyChapter 5: Writing High-Impact Practices: Developing Proactive Knowledge in Complex ContextsPeter FeltenChapter 6: Diversity, Global Citizenship, and Writing TransferBrooke Barnett, Woody Pelton, Francois Masuka, Kevin Morrison, and Jessie L. MooreChapter 7: Telling Expectations about Academic Writing: If Not Working, What about Knotworking?Carmen M. WerderPart 2: Principles at Work: Implications for PracticeChapter 8: Re-Thinking the Role of Higher Education in College Preparedness and Success from the Perspective of Writing TransferAlison Farrell, Sandra Kane, Cecilia Dube, and Steve SalchakChapter 9: Teaching for TransferLiane Robertson and Kara TaczakChapter 10: Student Drafting Behaviors in and Beyond the First Year SeminarDiane E. BoydChapter 11: Cueing and Adapting First-Year Writing Knowledge: Support for Transfer into Disciplinary WritingGwen Gorzelsky, Carol Hayes, Ed Jones, and Dana Lynn DriscollChapter 12: Promoting Cross-Disciplinary Transfer: A Case Study in Genre LearningMary GoldschmidtChapter 13: “The Hardest Thing with Writing is Not Getting Enough Instruction”: Helping Educators Guide Students through Writing ChallengesElizabeth Wardle and Nicolette Mercer ClementChapter 14: Coda: Writing Transfer and the Future of the Integrated UniversityRandall Bass Share: