The Teaching for Transfer Curriculum The Role of Concurrent Transfer and Inside- and Outside-School Contexts in Supporting Students' Writing Development

• Published in: College composition and communication Vol. 71; no. 2; pp. 268 - 295
• Main Authors: Yancey, Kathleen Blake, Davis, Matthew, Robertson, Liane, Taczak, Kara, Workman, Erin
• Format: Journal Article
• Language: English
• Published: Urbana National Council of Teachers of English 01-12-2019
• Subjects: College Students; Community College Students; Community colleges; Community Relations; Curricula; Discourse Communities; Genre; Internship Programs; Knowledge; Learning; Literary Genres; Longitudinal Studies; Mindfulness; Prior Learning; Reflection; Resistance (Psychology); Student writing; Teaching Methods; Two Year Colleges; Writing; Writing Assignments; Writing Exercises; Writing instruction; Writing Processes
• ISSN: 0010-096X; 1939-9006
• DOI: 10.58680/ccc201930423

Drawing on the Teaching for Transfer (TFT) writing curriculum, this study documents how students in writing courses at four different institutions transferred writing knowledge and practice concurrently into other sites of writing, including other courses, co-curriculars, and workplaces. This research demonstrates that when students, supported by the TFT curriculum, understood that appropriate transfer of writing knowledge and practice is both possible and desirable, (1) they engaged in writing transfer during the TFT course into other sites of writing; (2) they transferred from in-school contexts into out-of-school contexts with facility; and (3) in both cases, they engaged in a just-in-time transfer.