Abstract
R. M. Gagné's distinction between lateral and vertical transfer can be elaborated for written composition: (a) the lateral transfer of mechanical and formal skills and (b) the vertical transfer of higher-order knowledge in the domain of rhetoric and writing. Vertical transfer of writing skills is situational: a function of the context and content of a specific rhetorical situation. Success in a situational writing task depends on two types of domain-specific knowledge being operational: (a) knowledge of the specific content of the subject matter and (b) knowledge of the domain of rhetoric and writing. The theory of lateral and vertical transfer as applied to writing is compatible with current conceptions of declarative and procedural cognitive processes and with a balanced pedagogy of both student-centered and direct, content-oriented instruction. Two appendixes present practical procedures based on transfer theory for improving general program goals and classroom instruction of writing.