Recommended Readings

Transfer and Learning Studies (Broadly)

  • Baxter-Magolda, M. Making Their Own Way: Narratives for Transforming Higher Education to Promote Self-Development. Sterling, VA: Stylus Publishing, 2001.
  • Baxter-Magolda, Marcia B. Creating Contexts for Learning and Self-Authorship: Constructive-Developmental Pedagogy. Nashville, TN: Vanderbilt UP, 1999.
  • Bereiter, Carl and Marlene Scardamalia. Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise. Chicago: Open Court, 1993.
  • Collins, Harry and Robert Evans. Rethinking Expertise. Chicago: U of Chicago, 2007.
  • Committee on Learning Research and Educational Practice. “How Experts Differ from Novice.” How People Learn: Brain, Mind, Experience, and School: Expanded Edition Washington, DC: National Academies Press, 2000. 31-50.
  • Committee on Learning Research and Educational Practice. “How Experts Differ from Novice.”  How People Learn: Brain, Mind, Experience, and School: Expanded Edition Washington, DC: National Academies Press, 2000. 51-78.
  • Cook, Scott D.N. and John Seely Brown. “Bridging Epistemologies: The Generative Dance Between Organizational Knowledge and Organizational Knowing.”Organizational Science. 10(1999). 381-400. Print.Dweck, Carol. Self-Theories: Their Role in Motivation, Personality, and Development. Florence, KY: Psychology Press, 2000.
  • Haskell, Robert E.. Transfer of Learning: Cognition, Instruction, and Reasoning.  Orlando: Florida, Harcourt, 2001. Print.
  • Hatano, G. and J. G. Greeno.  “Commentary:  Alternative Perspectives on Transfer and Transfer Studies.”  International Journal of Educational Research 31, p. 645-654.
  • Kirsch, D. (2009). Problem solving and situated cognition. In P. Robbins & M. Aydede (Eds.), Cambridge handbook of situated cognition (pp. 264-306). Cambridge, UK: Cambridge University Press.​
  • Lauder, W., Reynolds, W., & Angus, N. (1999).  Transfer of knowledge and skills: Some implications for nursing and nurse education. Nurse Education Today, 19(6), 480-87.
  • Lave, Jean. “Situated Learning in Communities of Practice.” Perspectives on Socially Shared Cognition. Ed. L. Resnick, J. Levine, and S.E. Teasley. Washington DC: APA, 1991. 63-82. Print. ​
  • McKeough, Anne, Judy Lupart, and Anthony Marini, eds.  Teaching for Transfer:  Fostering Generalization in Learning.  Mahway, NJ:  Lawrence Erlbaum, 1995.
  • Mestre, Jose P. Ed. Transfer of learning from a modern multidisciplinary perspective: Current Perspectives on cognition, learning, and instruction. Greenwich, CT: Information Age Publishing, 2005.
  • Meyer, Jan H. F., and Ray Land, eds. Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge. New York: Routledge, 2006.
  • National Research Council. How People Learn: Brain, Mind, Experience and School. National Academies Press, 2000.
  • Pace, David and Joan Middendorf, eds. Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking. New Directions for Teaching and Learning 98 (Summer 2004).
  • Perkins, D. & Salomon, G. (1992). Transfer of learning. International Encyclopedia of Education. 2nd Ed. Boston: Pergamon Press. Retrieved on September 16, 2009, from http://learnweb.harvard.edu/alps/thinking/docs/traencyn.htm
  • Salomon, G. & Perkins, D. N. (1989).  Rocky roads to transfer: rethinking mechanisms of a neglected phenomenon.  Educational Psychologist, 24, 113-142.
  • Schwartz, D. L., Varma, S., & Martin, L. (2008). Dynamic transfer and innovation. In S. Vosniadou (ed.), International Handbook of Research on Conceptual Change (pp. 479-506). New York: Routledge.Sennett, Richard. The Craftsman. New Haven: Yale UP, 2008.
  • Tishman, S., E. Jay, and D.N. Perkins.  “Teaching Thinking Dispositions:  From Transmission to Enculturation.”  Theory into Practice, 32, p. 147-153.
  • Tuomi-Grohn, “Developmental Transfer as a Goal of Internship in Practical Nursing,” in Between School and Work: New Perspectives on Transfer and Boundary-Crossing (2003).
  • Tuomi-Grohn, Terttu, and Yrjo Engestrom, eds. Between School and Work: New Perspectives on Transfer and Boundary Crossing. Oxford: Pergamon, 2003.
  • Wenger, Etienne. Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge UP, 1998.
  • Wenger, Etienne, Richard McDermott, and William Snyder. Cultivating Communities of Practice: A Guide to Managing Knowledge. Harvard Business School Press, 2002. 

Writing Transfer Studies

  • Adler-Kassner, Linda, John Majewski, and Damian Koshnick. “The Value of Troublesome Knowledge: Transfer and Threshold Concepts in Writing and History.” Composition Forum, 26 (2012).
  • Anson, Chris M. “Closed Systems and Standardized Writing Tests,” College Composition and Communication 60.1 (2008): 113-128.
  • Anson, Chris M., and L. Lee Forsberg. “Moving Beyond the Academic Community: Transitional Stages in Professional Writing.” Written Communication 7 (1990): 200-231.
  • Artemeva, Natasha, and Janet Fox. “Awareness Versus Production: Probing Students’ Antecedent Genre Knowledge.” Journal of Business and Technical Communication, 24.4 (2010): 476-515.
  • Bacon, Nora.  “The Trouble with Transfer: Lessons from a Study of Community Service Writing.”  Michigan Journal of Community Service Learning 6 (1999): 53-62.
  • Bean, John C. 2001. Engaging ideas: the professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco, CA: Jossey-Bass.
  • Beaufort, Anne. College Writing and Beyond: A New Framework for University Writing Instruction.  Logan, UT: Utah State UP, 2007.
  • Bereiter, C. and M. Scardamalia. The Psychology of Written Composition. Hillsdale, NJ: Lawrence Erlbaum Associates, 1987.
  • Bergmann, L., & Zepernick, J. (2007). “Disciplinarity and transference:  Students’ perceptions of learning to write.” WPA Journal 31(1/2): 124-149.
  • Boone, Stephanie, Sara Biggs Chaney, Josh Compton, Christiane Donahue, and Karen Gocsik. “Imagining a Writing and Rhetoric Program Based on Principles of Knowledge ‘Transfer’: Dartmouth’s Institute for Writing and Rhetoric.” Composition Forum, 26 (2012).
  • Brady, Ann. “What We Teach and What They Use: Teaching and Learning in Scientific and Technical Communication Programs and Beyond.” Journal of Business and Technical Communication, 21.1 (2007): 37-61.
  • Brent, Doug.  “Transfer, Transformation, and Rhetorical Knowledge:  Insights from Transfer Theory.”  The Journal of Business and Technical Communication (October 2011).
  • Carroll, Lee Ann. Rehearsing New Roles: How College Students Develop as Writers. Carbondale, IL: Southern Illinois University Press, 2002.
  • Carter, D. (1993). Critical thinking for writers: Transferable skills or discipline-specific strategies? Composition Studies/Freshman English News 21(1), 86-93.
  • Carter, Michael. “The Idea of Expertise: An Exploration of Cognitive and Social.” College Composition and Communication 41 (1990): 265-86. Print.
  • Charples, Mike, and Bertram Bruce. “Collaborative writing and technological change: Implications for writing practice and system design.” Computer Supported Cooperative Work (CSCW) 3 (1995): 225-228.
  • Clark, Irene and Andrea Hernandez. “Genre Awareness, Academic Argument, and Transferability.” The WAC Journal. November 2011.http://wac.colostate.edu/journal/vol22/clark.pdf
  • Devitt,Amy J. Writing Genres. Carbondale, IL: Southern Illinois UP, 2004.
  • Dias, Patrick, Aviva Freedman, Anthony Pare, and Peter Medway. Worlds Apart: Acting and Writing in Academic and Workplace Contexts. Mawah, NJ: LawrenceErlbaum, 1999.
  • Downs, Douglas, and Elizabeth Wardle. “Teaching about Writing, Righting Misconceptions: (Re)Envisioning ‘First-Year Composition’ as ‘Introduction to Writing Studies.’” CCC 58.4 (2007): 552-584.
  • Driscoll, Dana Lynn. (2011, December 21). Connected, disconnected, or uncertain: Student attitudes about future writing contexts and perceptions of transfer from first year writing to the disciplines. Across the Disciplines, 8(2). Retrieved January 18, 2012, from http://wac.colostate.edu/atd/articles/driscoll2011/index.cfm
  • Driscoll, Dana Lynn, and Jennifer Holcomb Marie Wells. “Beyond Knowledge and Skills: Writing Transfer and the Role of Student Dispositions in and beyond the Writing Classroom.” Composition Forum, 26 (2012).
  • Dyke, J. (2001). Knowledge transfer across disciplines: Tracking rhetorical strategies from technical communication to engineering contexts. Doctoral dissertation, New Mexico State University, Las Cruces, NM.
  • Fishman, Jenn and Mary Jo Reiff.  “Taking the High Road:  Teaching for Transfer in an FYC Program.”  Composition Forum 18 (Summer 2008).
  • Ford, J. D. (2004). Knowledge transfer across disciplines: Tracking rhetorical strategies from a technical communication classroom to an engineering classroom. IEEE Transactions on Professional Communication 47, 301​-315.
  • Freedman, A., C. Adam, and G. Smart. “Wearing Suits to Class: Simulating Genres and Simulations as Genre.” Written Communication, 11.2 (1994): 192-226.
  • Haas, C. (1994). Learning to read biology: One student’s rhetorical development in college. Written Communication, 11(1), 43-84.
  • Herrington, A., & Curtis, M. (2000).  Persons in process: Four stories of writers and personal development in college Urbana, IL: National Council of Teachers of English.
  • Hollis, Elizabeth Mary. The Things They Carried:  Conceptions of Transfer in Composition Studies.  Unpublished Masters Thesis.  Auburn University. August 10, 2010. http://etd.auburn.edu/etd/bitstream/handle/10415/1832/FinalThesis.pdf?sequence=1
  • Jarratt, Susan C. et al. “Pedagogical Memory: Writing, Mapping, Translating.” WPA 33.1-2 (Fall/Winter 2009): 46-73.
  • Lindemann, Erika. A Rhetoric for Writing Teachers. New York: Oxford University Press, 2001.
  • McCarthy, Lucille. “A Stranger in Strange Lands: A College Student Writing Across the Curriculum.” Reprinted in C. Bazerman & D. Russell, (eds.), Landmark Essays on Writing Across the Curriculum. Davis, CA: Hermagoras Press, 1994, 125-159.
  • Moore, Jessie L. “Mapping the Questions: The State of Writing-Related Transfer Research.” Composition Forum, 26 (2012).
  • Nelms, G. & Dively, R.L. (2007). Perceived roadblocks to transferring knowledge from first-year composition to writing-intensive major courses: A pilot study.Writing Program Administration, 31(1-2),  214-240.
  • Nelson, J(1990). This was an easy assignment: Examining how students interpret academic writing tasks. Research in the Teaching of English, 24, 362-396.
  • Robertson, Liane, Kara Taczak, and Kathleen Blake Yancey. “Notes Toward a Theory of Prior Knowledge and its Role in College Composers’ Transfer of Knowledge and Practice.” Composition Forum, 26 (2012).
  • Roozen, Kevin. “Tracing Trajectories of Practice: Repurposing in One Student’s Developing Disciplinary Writing Processes.” Written Communication 27.3 (2010): 318-354.
  • Rounsaville, Angela, Rachel Goldberg, and Anis Bawarshi. “From Incomes to Outcomes: FYW Students’ Prior Genre Knowledge, Meta-Cognition, and the Question of Transfer.” WPA: Writing Program Administration, 32.1 (2008): 97-112.
  • Russell, David, and Arturo Yanez. “’Big Picture People Rarely Become Historians’: Genre Systems and the Contradictions of General Education.” Writing Selves, Writing Societies. Eds. Charles Bazerman and David Russell. West Lafayette, IN: Parlor Press, 2003.
  • Schneider, B., & Andre, J. (2005). University preparation for workplace writing: An exploratory study of the perception of students in three disciplines. Journal of Business Communication, 42(2), 195-218.
  • Smart, G. and N. Brown.  “Learning Transfer or Transforming Learning?  Student Interns Reinventing Expert Writing Practices in the Workplace.”  Technostyle 18, p. 117-141
  • Smit, David W. The End of Composition Studies. Carbondale, IL: Southern Illinois UP, 2004.
  • Sternglass, M. (1997). Time to know them: A longitudinal study of writing and learning at the college level. Mahwah, NJ: Lawrence Erlbaum.
  • Taczak, Kara. “The Question of Transfer.” Composition Forum, 26 (2012).
  • Thaiss, Chris and Teey Meyers Zawacki. Engaged Writers and Dynamic Disciplines: Research on the Academic Writing Life. Portsmouth, NH: Boynton/Cook, 2006.
  • Wardle, Elizabeth. “Understanding ‘Transfer’ from FYC: Preliminary Results of a Longitudinal Study” WPA Journal 31.1-2, 2007.
  • Wardle, Elizabeth. ” ‘Mutt’ Genres and the Goal of FYC: Can We Help Students Write the Genres of the University?” CCC 60.4 (2009).
  • Wardle, Elizabeth. “Can Cross-Disciplinary Links Help Us Teach ‘Academic Discourse’ in FYC?” Across the Disciplines 2 (2004).
  • Wardle, Elizabeth. “Creative Repurposing for Expansive Learning: Considering ‘Problem-Exploring’ and ‘Answer-Getting’ Dispositions in Individuals and Fields.” Composition Forum, 26 (2012).
  • Yancey, Kathleen. “Coming to Terms: Vocabulary as a Means of Defining First-Year Composition.” In Patrick Sullivan and Howard Tinburg, eds., What is College-Level Writing? Urbana, IL: NCTE, 2006: 267-80.
  • Yancey, Kathleen. “The Literacy Demands of Entering the University.” In L. Christenbury,  R. Bomer, and P. Smagorinsky, eds., Handbook on Adolescent Literacy Research. New York: Guilford, 2008.
  • Yancey, Kathleen Blake. Reflection in the Writing Classroom. Logan: Utah State Press, 1998.