This article outlines the concept of readiness to learn (RTL) as a framework for explaining students’ differentiated engagement with the Teaching for Transfer (TFT) curriculum. As documented in student voices, RTL operates along a continuum ranging from preparing to engage, on one end, to enacting TFT, on the other, with beginning to engage in the middle.

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.

Editor’s introduction: In this latest in a series of commentaries from former chairs of the national Two-Year College English Association (TYCA), Sharon Mitchler, TYCA chair (2004–6) and the 2009 winner of the Nell Ann Pickett Service Award, shares her views on becoming involved in local, regional, and national professional activities.