This article synthesizes the literature on writing transfer and findings from several key studies of reading in two-year colleges to outline a set of pedagogical practices that instructors can use to promote reading transfer through explicit attention to “strategic reading.”

This article uses the figured worlds theoretical framework to study the influence past writing education has on present and future writing education.

Creating her own assignments using openly licensed course materials allows this professor and her students to be more creative and to take greater advantage of digital resources.

Creating her own assignments using openly licensed course materials allows this professor and her students to be more creative and to take greater advantage of digital resources.

In this essay we explore a variation of teaching for transfer (TFT) curriculum based on Writing across Contexts, published in 2014 by Yancey et al. We explain what the TFT curriculum is, how we modified it to fit our local two-year college contexts, and offer a look ahead to the continued research on this curriculum.

Inspired by studies on transfer of learning that have provided helpful insight into metacognition and reflection, this instructional note describes an activity that asks students to reflect on skills learned and simultaneously think forward to future writing situations.

While formidable at both two- and four-year colleges, the obstacles to knowledge transfer from ENG 101 to other courses are especially challenging at community colleges—a point overlooked by transfer scholars in composition, whose gaze so often seems to be on universities and liberal arts colleges.

Dianne Fallon responds to Blaauw-Hara’s article in this issue.

This essay provides a brief overview of transfer theory and threshold concepts and discusses how they can be applied to general-education writing courses.

An assessment project aimed at examining transfer of learning from English 101 to a subsequent psychology course provided insight on transfer and on student metacognition and also created a rich opportunity to exchange scholarship and ideas between disciplines.