Transfer Theory & Research Readings
Alsup, Janet & Donals, Michael Bernard. (2002). The fantasy of “seamless transition.” In Thomas C. Thompson (Ed), Teaching writing in high school and college: Conversations and collaborations (pp. 115-135). Urbana, IL: NCTE.
Beaufort, Anne. (2007). College writing and beyond: A new framework for university writing instruction. Logan, UT: Utah State University Press.
Bergmann, Linda S. and Zepernick, Janet. (2007). Disciplinarity and transference: Students’ perceptions of learning to write. WPA: Writing Program Administration, 31(1.2), 124-149.
Bransford, John. (2000). Learning and transfer. In John Bransford et al. How people learn: Mind, brain, experience, and schools (51-78). Washington, National Academy.
Carter, Michael. (2007). Ways of knowing, doing, and writing in the disciplines. College Composition and Communication, 58(X). 385-418.
Donahue, Tiane. (2008). Cautionary tales: Ideals and realities in twenty-first-century higher education. Pedagogy, 8(3). 537-553.
Driscoll, Dana. (2011). 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 from http://wac.colostate.edu/atd/articles/driscoll2011/index.cfm
Fishman, Jenn and Reiff, Mary Jo. (2008). Taking the high road: Teaching for transfer in an FYC program. Composition Forum, 18. Retrieved from http://compositionforum.com/issue/18/tennessee.php
Foertsch, Julie. (1995). Where cognitive psychology applies: How theories about memory and transfer can influence composition pedagogy. Written Communication, 12(3). 360-383.
Fraizer, Dan. (2010). First steps beyond first year: Coaching for transfer after FYC. WPA: Writing Program Administration, 33(3). 34-54.
Herrington, Anne J. & Curtis, Marcia. (2000). Persons in process: Four stories of writing and personal development in college. Urbana, IL: NCTE.
Jarratt, Susan C., Mack, Katherine, Sartor, Alexandra, & Watson, Shevaun E. (2009). Pedagogical memory: Writing, mapping, translating. WPA: Writing Program Administration, 33(1-2). 46-73.
Kutney, Joshua P. (2008). Guaranteeing the failure of first year composition: Four assumptions about writing expertise that support an unattainable standard for transfer. International Journal of Learning, 15(8). 223-227.
McCarthy, Lucille P. (1987). A stranger in strange lands: A college student writing across the curriculum. Research in the Teaching of English, 21(3). 233-265.
Mestre, Jose P. (Ed.). (2005). Transfer of learning from a modern multidisciplinary perspective. Greenwich, NY: IAP.
Nelms, Gerald R. & Dively, Ronda Leathers. (2007). Perceived roadblocks to transferring knowledge from first-year composition courses to writing-intensive major courses: A pilot study. WPA: Writing Program Administration, 31(1-2). 214-240.
Nowacek, Rebecca. (2011). Agents of integration: Understanding transfer as a rhetorical act. Carbondale, IL: Southern Illinois University Press.
Perkins, David N. & Salomon, Gavriel. (1988). Teaching for transfer. Educational Leadership, 46(1). 22-32.
Reiff, Mary Jo & Bawarshi, Anis. (2011). Tracing discursive resources: How students use prior genre knowledge to negotiate new writing contexts in first-year composition. Written Communication, 28(3). 312-337.
Robertson, Liane, Taczak, Kara, & Yancey, Kathleen Blake. (2012). Notes toward a theory of prior knowledge and its role in college composers’ transfer of knowledge and practice. Composition Forum, 26. Retrieved from http://compositionforum.com/issue/26/prior-knowledge-transfer.php
Rounsaville, Angela, Goldberg, Rachel, & Bawarshi, Anis. (2008). From incomes to outcomes: FYW students’ prior genre knowledge, meta-cognition, and the question of transfer. WPA: Writing Program Administration, 32(1). 97-112.
Smit, David. (2002). Practice, reflection, and genre. In Robert Tremmel & William Broz. (Eds). Teaching writing teachers of high school & first-year composition (66-74). Portsmouth, NH: Boynton/Cook.
Smit, David William. (2004). The end of composition studies. Carbondale, IL: Southern Illinois University Press.
Sommers, Nancy & Saultz, Laura. (2004). The novice as expert: Writing the freshman year. College Composition and Communication, 56(1). 124-249.
Strachen, Wendy. (2002). Talking about the transition: Dialogues between high school and university teachers. In Thomas C. Thompson (Ed). Teaching and writing in high school and college: Conversations and collaborations, 136-149. Urbana, IL: NCTE.
Teich, Nathaniel. (1987). Transfer of writing skills: Implications of the theory of lateral and vertical transfer. Written Communication, 4(2). 193-208.
Wardle, Elizabeth. (2007). Understanding “transfer” from FYC: Preliminary results from a longitudinal study. WPA: Writing Program Administration, 31(1-2). 65-85.
Wardle, Elizabeth. (2009). “Mutt genres” and the goal of FYC: Can we help students write the genres of the university? College Composition and Communication, 60(4). 765-789.
Winterowd, Ross. (1980). Transferable and local writing skills. JAC: Journal of Advanced Composition, 1(1). 1-3.