This article presents the results of an IRB-approved study investigating what learners self-identify about their writing-transfer learning in 3,404 reflections on providing peer feedback. Drawing on writing-transfer theory, results are analyzed according to what learners self-identify about writing transfer in the following three areas: writing-knowledge transfer; near- and far-writing transfer; and dispositions toward transfer. This article proposes foregrounding writing transfer from providing peer feedback by making the following questions explicit for learners in peer-feedback experiences: How might you become a better writer by providing peer feedback? What might you learn about writing from providing peer feedback?

This article shares our experience designing and deploying writing assessment in English Composition I: Achieving Expertise, the first-ever first-year writing Massive Open Online Course (MOOC). We argue that writing assessment can be effectively adapted to the MOOC environment and that doing so reaffirms the importance of mixed-methods approaches to writing assessment and drives writing assessment toward a more individualized,learner-driven, and learner-autonomous paradigm.

Explore the appendixes to Comer and White’s article.

Supervisory class visits — when shaped by transparency, reflection, and reciprocity — are a unique, powerful, and positive mechanism for pedagogic and programmatic growth. Writing programs are especially well situated to transform and model effective supervisory class visits because compositionists have already addressed related challenges regarding writing pedagogies and practices.