Abstract
Do university writing experiences prepare students for future job-related writing tasks? If not, how can we create a smoother transition from the academy to the workplace? The author analyzes the differing discourse communities of academic writing and technical communication which may limit the transfer of skills from one arena to the next. The discussion considers the ways process, collaborative learning, writing across the curriculum, and language theories can form the foundation for constructive communication among disciplines. As the focus of academic writing moves from an emphasis on the individual to social context and wider audiences, it bridges the gap between disciplines and can ease the movement from the classroom to real-world settings.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>