This article traces the uncomfortable relationship between writing studies and the concept of learning transfer. First it reviews three stages in the changing attitudes toward learning transfer in writing theory that is influenced by rhetorical genre studies, activity theory, and situated learning. Then it reviews learning transfer theory itself, an area that is seldom explicitly referred to in writing studies. The article concludes with a synthesis that brings transfer theory to bear on writing studies, suggesting directions for developing research and pedagogical practices related to business and technical communication.

Technical writing theory and research about communication in large organizations mostly ignore from-the-top control of rhetoric. The usual emphasis on an individual writer negotiating with a known audience and generally free to decide on matters of style, organization, and so on can hide the ways that power relations often silently control internal rhetoric. Conclusions are based on two case studies: In the later Middle Ages, professional letters had to conform to a rhetorical format that necessarily foregrounded unequal power relations. In a contemporary nuclear power station, similar power relations purposely obscure writer and audience while procedures dictate format and content.