Much research shows that students do not transfer learning well from one class to the next. This study was designed to investigate if students were transferring rhetorical strategies from their disciplinary courses to advanced writing courses. The findings suggest that business majors not only transferred rhetorical knowledge from their other courses, but they did so in a way that is invisible to both themselves and their own writing instructors.
AnsonC. M.ForsbergL. L.(1990).Moving beyond the academic community: Transitional stages in professional writing.Written Communication,7,200-231.
2.
ArtemevaN.(2008).Toward a unified social theory of genre learning.Journal of Business and Technical Communication,22,160-185.
3.
ArtemevaN.LogieS.St-MartinJ.(1999).From page to stage: How theories of genre and situated learning help introduce engineering students to discipline-specific communication.Technical Communication Quarterly,8,301-316.
4.
BeachK. D.(2003).Consequential transitions: A developmental view of knowledge propagation through social organizations. InTuomi-GröhnT.EngeströmY.(Eds.),Between school and work: New perspectives on transfer and boundary-crossing(pp.39-61).Oxford, England:Elsevier Science.
5.
BeaufortA.(1999).Writing in the real world: Making the transition from school to work.New York, NY:Teachers College Press.
6.
BlakesleeA. M.FleischerC.(2007).Becoming a writing researcher.Mahwah, NJ:Lawrence Erlbaum.
7.
BrentD.(2011).Transfer, transformation, and rhetorical knowledge: Insights from transfer theory.Journal of Business and Technical Communication,25,396-420.
8.
DiasP.FreedmanA.MedwayP.PareA.(1999).Worlds apart: Acting and writing in academic and workplace contexts.Mahwah, NJ:Lawrence Erlbaum.
9.
DownsD.WardleE.(2007).Teaching about writing, righting misconceptions: (Re)envisioning “first-year composition” as “Introduction to Writing Studies.”College Composition and Communication,58,552-584.
10.
DriscollD. L.(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 fromhttp://wac.colostate.edu/atd/articles/driscoll2011/index.cfm
11.
FechoB.(2003).Yeki bood/yeki na bood: Writing and publishing as a teacher researcher.Research in the Teaching of English,37,281-294.
12.
FleischerC.(1995).Composing teacher-research: A prosaic history.Albany:State University of New York Press.
13.
FordJ. 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.
14.
GreenG. P.JonesS.BeanJ. C.(2015).Teaching real-world applications of business statistics using communication to scaffold learning.Business and Professional Communication Quarterly,78,314-335.
15.
HaskellR. E.(2000).Transfer of learning: Cognition and instruction.San Diego, CA:Academic Press.
NelmsG.DivelyR. L.(2007).Perceived roadblocks to transferring knowledge from first-year composition to writing-intensive major courses: A pilot study.WPA: Writing Program Administration,31,214-240.
21.
NowacekR. S.(2011).Agents of integration: Understanding transfer as a rhetorical act.Carbondale:Southern Illinois University Press.
22.
NowacekR. S.(2013,June).Genre knowledge and “transfer talk” in the writing center: Findings from a pilot study.Paper presented at Critical Transitions, Elon Conference on Transfer,Elon, NC.
23.
PerkinsD. N.SalomonG.(1988).Teaching for transfer.Educational Leadership,46(1),22-32.
24.
Pope-RuarkR.(2012).Back to our roots: An invitation to strengthen disciplinary arguments via the Scholarship of Teaching and Learning.Business Communication Quarterly,75,357-376.
25.
RoozenK.(2008).Journalism, poetry, stand-up comedy, and academic literacy: Mapping the interplay of curricular and extracurricular literate activities.Journal of Basic Writing,27,5-34.
26.
RoozenK.(2009).From journals to journalism: Tracing trajectories of literate development.College Composition and Communication,60,541-572.
27.
RoozenK.(2010).Tracing trajectories of practice: Repurposing in one student’s developing disciplinary writing processes.Written Communication,27,318-354.
28.
SchunkD. H.(2004).Learning theories: An educational perspective(4th ed.).Upper Saddle River, NJ:Pearson.
29.
SmartG.BrownN.(2002).Learning transfer or transforming learning? Student interns reinventing expert writing practices in the workplace.Technostyle,18,117-141.
30.
StakeR. E.(1995).The art of case study research.Thousand Oaks, CA:Sage.
31.
Tuomi-GröhnT.EngeströmY.YoungM.(2003).From transfer to boundary-crossing between school and work as a tool for developing vocational education: An introduction. InTuomi-GröhnT.EngeströmY.(Eds.),Between school and work: New perspectives on transfer and boundary-crossing(pp.1-15).Bingley, UK:Emerald.
32.
WaldoM. L.(2004).Demythologizing language differences in the academy: Establishing discipline-based writing programs.Mahwah, NJ:Erlbaum.
33.
WardleE.(2007).Understanding “transfer” from FYC: Preliminary results of a longitudinal study.WPA: Writing Program Administration,31,65-85.
34.
WolcottH. F.(1994).Transforming qualitative data: Description, analysis, and interpretation.Thousand Oaks, CA:Sage.
35.
YanceyK. B.RobertsonL.TaczakK.(2014).Writing across contexts: Transfer, composition, and sites of writing.Logan:Utah State University Press.