Alsup, Janet, and Michael Bernard-Donals. “The Fantasy of the ‘Seamless Transition’.” Teaching Writing in High School and College. Ed. Thomas Thompson. Indiana: NCTE, 2002. 115-135.
Anderson, John R., Lynne M. Reder, and Herbert A. Simon. “Situated Learning and Education.” Educational Researcher 25 (1996): 5-11.
Anderson, Worth, Cynthia Best, Alycia Black, John Hurst, Brandt Miller, and Susan Miller. “Cross-Curricular Underlife: A Collaborative Report on Ways with Academic Words.” College Composition and Communication 41 (1990): 11-36.
Anson, Chris M. and L. Lee Forsberg. “Moving Beyond the Academic Community: Transitional Stages in Professional Writing.” Written Communication 7 (1990): 200-31.
The Arts and Academic Achievement: What the Evidence Shows http://www.pz.harvard.edu/Research/Reap/REAPExecSum.htm
Bacon, Nora. “The Trouble with Transfer: Lessons from a Study of Community Service Writing,” Michigan Journal of Community Service Learning, 6 (1999): 53-62.
Beach, King. “Consequential Transitions: A Developmental View of Knowledge Propagation Through Social Organizations.” Tuomi-Gröhn and Engeström 39-61.
Beaufort, Anne. College Writing and Beyond. Logan, UT: Utah State UP, 2007.
Beaufort, Anne. Writing in the Real World: Making the Transition from School to Work. New York: Teachers College Press, 1999.
Belmont, J. M., Butterfield, E. C., Ferretti, R. P. “To Secure Transfer of Training Instruct Self-management Skills.” How and How Much Can Intelligence be Increased? Eds. Douglas Detterman and Robert Sternberg. Ablex: Norwood, New Jersey, 1982. 147-154
Bereiter, Carl. “A Dispositional View of Transfer.” Teaching for Transfer: Fostering Generalization in Learning. Anne McKeough, Judy Lupart, and Anthony Marini, eds. Mahwah, NJ: Lawrence Erlbaum, 1995.
Bereiter, C. “Situated Cognition and How to Overcome It.” Situated Cognition: Social, Semiotic, and Psychological Perspectives. Eds. D. Kirshner and J.A. Whitson. Hillsdale: Erlbaum, 1997. 281-300.
Bereiter, Education and Mind in the Knowledge Age
Bereiter & Scardamalia, Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise
Bergmann, Linda, and Janet Zepernick. “Disciplinarity and Transfer: Students’
Perceptions of Learning to Write.” WPA: Writing Program Administration 31 (2007): 124-49.
Bjork, R.A. and A. Richardson-Klavhen. “On the Puzzling Relationship between Environment Context and Human Memory.” Current Issues in Cognitive Processes. Ed. C. Izawa. Hillsdale, NJ: Erlbaum, 1989.
Bransford, John. “Learning and Transfer.” How People Learn: Mind, Brain, Experience, and School. Eds. John Bransford et al. Washington, DC: National Academy Press, 2000. 51-78.
Broadhead, Glenn J. and Richard C. Freed. The Variables of Composition: Process and Product in a Business Setting. Carbondale: Southern Illinois University Press, 1986.
Cambridge, Darren, Barbara Cambridge, and Kathleen Blake Yancey, Eds.
Electronic Portfolios 2.0.
Stylus 2008.
Carroll, Lee Ann. Rehearsing New Roles: How College Students Develop
as Writers. Carbondale:
SUIP, 2002.
Carter, Michael. Ways of Knowing, Doing, and Writing in the
Disciplines. College Composition
and Communication 58 (2007): 385-418.
Couture, Barbara, ed. Functional Approaches to Writing: Research Perspectives. New York: Ablex, 1986.
Dias, Patrick and Anthony Pare’. Transitions: Writing in Academic and Workplace Settings. Cresskill, NJ: Hampton Press, 2000.
Dias, Patrick, et al. “Virtual Realities: Transitions from University to Workplace Writing.” Worlds Apart: Acting and Writing in Academic and Workplace Contexts. Eds. Patrick Dias et al. Mahwah, NJ: Lawrence Erlbaum Associates, 1999. 201-221.
Dias, Patrick, Aviva Freedman, Peter Medway, and Anthony Pare. Worlds Apart: Acting and Writing in Academic and Workplace Contexts. Mahwah, NJ: Lawrence Erlbaum, 1999.
Ding, Huiling. The Use of Cognitive and Social Apprenticeship to Teach
a Disciplinary Genre: Initiation of Graduate Students into NIH Grant
Writing. (National Institute of Health).” Written Communication 25.1
(2008): 3-52.
Doheny-Farina, Stephen. “A Case Study of One Adult Writing in Academic and Nonacademic Discourse Communities.” Matalene 17-42.
Doheny-Farina, Stephen. “The Individual, the Organization, and Kairos: Making Transitions from College to Careers.” A Rhetoric of Doing: Essays on Written Discourse in Honor of James L. Kinneavy. Stephen P. Witte, N. Nakadate, and Roger Cherry, eds. Carbondale: Southern Illinois University Press, 1992.
Doheny-Farina, Stephen. “Writing in an Emerging Organization: An Ethnographic Study.” Written Communication 3 (1986): 158-85.
Downs, Doug and Elizabeth Wardle. Teaching about Writing, Righting
Misconceptions: (Re)Envisioning “First-Year Composition” as
“Introduction to Writing Studies.”
CCC 58.4 (2007): 552-84.
Dyke, Julie Ford. Knowledge Transfer across Disciplines: Tracking
Rhetorical Strategies from a Technical Communications Classroom to an
Engineering Classroom. IEEE Transactions on Professional Communication
47.4 (2004). 301-45.
Eich, E. “Context, Memory, and Integrated Item/Context Imagery.” Journal of Experimental Psychology 11 (1985): 764-770.
Faigley, Lester and Kristine Hansen. “Learning to Write in the Social Sciences.” College Composition and Communication 36 (1985): 140-149.
Faigley, Lester. “Nonacademic Writing: The Social Perspective.” Odell and Goswami 231-48.
Ford, Julie Dyke. Knowledge Transfer across Disciplines: Tracking Rhetorical Strategies from Technical Communication to Engineering Contexts. Dissertation: New Mexico State University, 1995.
Ford, Julie Dyke. “Knowledge Transfer across Disciplines: Tracking Rhetorical Strategies From a Technical Communications Classroom to an Engineering Classroom.” IEEE Transactions on Professional Communication 47.4 (2004). 301-345.
Freedman, Aviva and Christine Adam. “Learning to Write Professionally: ‘Situated Learning’ and the Transition from University to Professional Discourse.” Journal of Business and Technical Communication 10.4 (1996): 395-427.
Freedman, Aviva. “Show and Tell? The Role of Explicit Teaching in the Learning of New Genres.” Research in the Teaching of English 27 (1993): 222-51.
Gick, Mary and Holyoak, K.J “Schema Induction and Analogical Transfer.” Cognitive Psychology 15 (1983): 1-38.
Goodman, Robert and Walter Fisher, eds. Rethinking Knowledge:
Reflections Across the Disciplines. New York: State University of New
York, 1995.
Guile, David & Michael Young. “Transfer and Transition from Vocational Education: Some Theoretical Considerations.” Tuomi-Gröhn and Engeström 63-81.
Hagermann, Julie. Writing Centers as Sites for Writing Transfer
Research. In Byron L.Stay, Christina Murphy, and Eric Hobson, Eds.,
Writing Center Perspectives. Emmitsburg, MD: National Writing Centers
Association Press, 1995: 120-31.
Haswell, Richard. Documenting Improvement in College Writing: A
Longitudinal Approach.
Written Communication 17 (2000): 307-52.
Heilker, Paul. “Rhetoric Made Real: Civic Discourse and Writing Beyond the Curriculum.” Adler-Kassner, Crooks, and Watters 71-77.
Herrington, Anne J. “Writing in Academic Settings: A Study of the Contexts for Writing in Two College Chemical Engineering Courses.” Research in the Teaching of English 19 (1985): 331-59.
Hetland, Lois, Ellen Winner, Shirley Veenema, and Kimberly M. Sheridan. Studio Thinking Project. Teachers College Press, 2006.
Hilgers, T.L., Hussey, E.L., & Stitt-Bergh, M. “As You’re Writing, You
Have These Epiphanies: What
College Students Say about Writing and Learning in Their Majors.
Written Communication 16 (1999): 317-53.
Hill, Charles A. and Lauren Resnick. “Creating Opportunities for Apprenticeship in Writing.” Petraglia 145-58.
Hussey, E., Bayer, A., Hilgers, T., & Jones, K. (1995). Writing in
Hawaii’s High School Senior Classes:
A Glimpse into a Few Windows (OFDAS Report #2). Honolulu, HI:
University of Hawai’i at Mānoa,
Office of Faculty Development and Academic Support.
James, M.A. (forthcoming). “Far” transfer of learning from an ESL
writing course: Can the gap be bridged? Journal of Second Language
Writing.
James, M.A. (forthcoming). Using “second language learning” as content
in a university ESL writing course. In S. Kasten (Ed.), TESOL
Classroom practice series: Writing. Alexandria, VA: TESOL.
James, M.A. (2008). The influence of perceptions of task
similarity/difference on learning transfer in second language writing. Written Communication, 25, 76-103.
James, M.A. (2007). Interlanguage variation and transfer of learning.
International Review of Applied Linguistics, 45, 95-118.
James, M.A. (2006). Transfer of learning from a university
content-based EAP course. TESOL Quarterly, 40, 783-806.
James, M.A. (2006). Teaching for transfer in ELT. The ELT Journal,
60 (2), 151-159.
Jarratt, S, Mack, K, & S. Watson. (2005). Retrospective Writing
Histories. Paper presented at Writing Research in the Making. University of California Santa
Barbara.http://209.85.165.104/search?q=cache:oPJgdGoBxBkJ:www.writing.uci.edu/retrowriting.pdf+retrospective+writing&hl=en&ct=clnk&cd=1&gl=us
Jaxon, Kim. “And Now a Word from the Sponsors: The University, High School, and Student Identity.” CCCC Presentation 2003.
Journal of Aesthetic Education 34.3/4 (Fall/Winter, 2000).
Knodt, Ellen Andrews. “The Aims Approach to More Effective Writing.” Teaching English in the Two-Year College 13.1 (1986): 30-34.
Langer, E. J. Mindfulness. Reading, Massachusetts: Addison-Wesley, 1989.
Lave, Jean and Etienne Wenger. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press, 1991.
Lave, Jean. “Situated Learning in Communities of Practice.” Perspectives on Socially Shared Cognition. L. Resnick, J. Levine, and S. Teasley, eds. Washington, DC: American Psychological Association, 1991. 63-82.
Lindemann, Erika. Three Views of English 101. College English 57
(March 1995), 287-302.
MacKinnon, James. “Becoming a Rhetor: Developing Writing Ability in a Mature, Writing-Intensive Organization.” Writing in the Workplace: New Research Perspectives. Rachel Spilka, ed. Carbondale: Southern Illinois University Press, 1993.
Marra, Rose and Betsy Palmer. Epistemologies of the Sciences,
Humanities, and Social Sciences: Liberal Arts Students’ Perceptions.
The Journal of General Education 57.2 (2008): 100-18.
Matalene, Carolyn B., ed. Worlds of Writing: Teaching and Learning in Discourse Communities of Work. New York: Random House, 1989.
McCarthy, Lucille P. “A Stranger in Strange Lands: A College Student Writing across the Curriculum.” Research in the Teaching of English 21 (1987): 233-65.
Miller, Carolyn R. “Genre as Social Action.” Quarterly Journal of Speech 70 (1984): 151-67.
Murphy, Sandra and Kathleen Blake Yancey. Construct and Consequence:
Validity in Writing Assessment. In Charles Bazerman, Ed., A Handbook
of Research on Writing: History, Society, School, Individual, Text.
New York: Routledge, 2007.
Nelms, Gerald, and Ronda Leathers Dively. “Perceived Roadblocks to Transferring Knowledge from First-Year Composition to Writing-Intensive Major Courses: A Pilot Study.”[5] WPA: Writing Program Administration 31.1-2 (Fall/Winter 2007): 214-240. The linked version should be consulted rather than the print version, which contained errors.
Nystrand, Martin. “A Social-Interactive Model of Writing.” Written Communication 6 (1989): 66-85.
Odell, Lee and Dixie Goswami. “Writing in a Nonacademic Setting.” Research in the Teaching of English 16 (1982): 201-22.
Odell, Lee and Dixie Goswami, eds. Writing in Nonacademic Settings. New York: Guilford Press, 1985.
Perkins, D. N., and Gavriel Salomon. “The Science and Art of Transfer.” 1999. The Thinking Classroom. The Cognitive Skills Group at Harvard Project Zero. (June 2006). Online:
http://learnweb.harvard.edu/alps/thinking/docs/trancost.htm
Perkins, D.N. & Salomon, G. Transfer of Learning. International Encyclopedia of Education, Second Edition. Oxford, England: Pergamon Press, 1992. Online: http://learnweb.harvard.edu/alps/thinking/docs/traencyn.htm
Petraglia, Joseph, ed. Reconceiving Writing, Rethinking Writing Instruction. Mahwah, NJ: Lawrence Erlbaum, 1995.
Rivers, William E. “From the Garret to the Fishbowl: Thoughts on the Transition from Literary to Technical Writing.” Matalene 64-79.
Rogers, Paul. Methodological and Developmental Lessons from Longitudinal Studies of Writing Across the College Span. Working draft 2006. University of California Santa Barbara Graduate School of Education.
Rogers, Paul. What is Student Writing Development?
ttp://ssw.stanford.edu/research/paul_rogers.php
Rogoff, Barbara. “Introduction: Thinking and Learning in Social Context.” Everyday Cognition: Its Development in Social Context. Barbara Rogoff and Jean Lave, eds. Cambridge, MA: Harvard University Press, 1984. 1-8.
Russell, David and Arturo Yanez. Big Picture People Rarely Become
Historians: Genre Systems and the Contradictions of General Education.
In Charles Bazerman and David Russell (Eds.), Writing Selves, Writing
Societies: Research from Activity Perspectives. Fort Collins, CO:
The WAC Clearinghouse and Mind, Culture, and Activity:
http://wac.colostate.edu/books/selves_societies/russell/ Last accessed
6/1/08.
Salomon, G. & Perkins, D. N. “Transfer of Cognitive Skills from Programming: When and How?” Journal of Educational Computing Research 3 (1987): 149-169.
Salomon, G. & Perkins, D. N. “Rocky Roads to Transfer: Rethinking Mechanisms of a Neglected Phenomenon.” Educational Psychologist 24.2 (1989): 113-142.
Scardamalia, Marlene and Carl Bereiter. “Research on Written Composition.” Handbook of Research on Teaching. M. Wittrock, ed. Chicago: Rand McNally, 1986.
Schon, Donald. Educating the Reflective Practitioner: Towards a New
Design for Teaching and Learning in the Professions. San Francisco:
Jossey-Bass, 1987.
Smagorinsky, Peter and Michael W. Smith. “The Nature of Knowledge in Composition and Literary Understanding: The Question of Specificity.” Review of Educational Research 62 (1992): 279-305.
Sommers, Nancy and Laura Saltz. The Novice as Expert: Writing the
Freshman Year. CCC 56.1
(Sept. 2004): 124-149.
Spilka, Rachel, ed. Writing in the Workplace: New Research Perspectives. Carbondale: Southern Illinois University Press, 1993.
The Stanford Study of Writing. http://ssw.stanford.edu/
Swales, John M. Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press, 1990.
Trimmer, Joseph. “Real World Writing Assignments.” JAC: A Journal of Composition Theory 19 (1999): 35-49.
Tuomi-Gröhn, Terttu and Yrgo Engeström, Eds. Between School and Work: New Perspectives on Transfer and Boundary-crossing. New York: Pergamom, 2003.
Tuomi-Gröhn, Terttu and Yrgo Engeström. “Conceptualizing Transfer: From Standard Notions to Developmental Perspectives.” Tuomi-Gröhn and Engeström 19-38.
Tuomi-Gröhn, Terttu, Yrgo Engeström, and Michael Young. “From Transfer to Boundary-crossing Between School and Work as a Tool for Developing Vocational Education: An Introduction.” Tuomi-Gröhn and Engeström 1-15.
Wardle, Elizabeth. WPA: Writing Program Administration 31.1-2 (Fall/Winter 2007).
Wineberg, Sam. Historical Problem Solving: A Study of the Cognitive
Processes Used in the
Evaluation of Documentary and Pictorial Evidence. Journal of
Educational Psychology 83.1 (1991): 73-87.
Winsor, Dorothy. Writing Like an Engineer: A Rhetorical Education. Mahwah, NJ: Lawrence Erlbaum, 1996.
Witte, Stephen P. “Context, Text, Intertext: Toward a Constructivist Semiotic of Writing.” Written Communication 9 (1992): 237-308.
Witte, Stephen P. “Introduction.” A Rhetoric of Doing: Essays on Written Discourse in Honor of James L. Kinneavy. Stephen P. Witte, N. Nakadate, and Roger Cherry, eds. Carbondale: Southern Illinois University Press, 1992.
Woolever, Karen. “Coming to Terms with Different Standards of Excellence for Written Communication.” Matalene 3-16.
Yancey, Kathleen Blake. 1998. Reflection in the Writing Classroom.
Logan, UT: Utah State UP.
Zimmerman, Muriel and Hugh Marsh. “Storyboarding an Industrial Proposal: A Case Study of Teaching and Producing Writing.” Matalene 203-208.