The Obstacles Facing Transfer of Writing Knowledge

How do Teaching for Transfer, Writing about Writing, and Transfer as Recontextualization deal with the obstacles facing the transfer of writing knowledge?  
As research has been suggesting, students don't naturally take what they learn in one class and apply it for another class' assignment. And why would they? How is the literature review for their BIO 100 class similar to their personal narrative in their RPTA 122 class or the rhetorical analysis in their CHDV 143 class?

Once students are made aware of these similarities or how to effectively write to think, writing skills learned in one class can surely be used in another. Teaching for Transfer stresses the importance of breaking down the tools of writing and making them clear to first year composition (FYC) students. By being explicit, students will better understand how writing has similar themes and concepts, despite the genre. Writing about Writing, termed by Downs and Wardle (2007) underlines the importance of the process of writing and the need to incorporate scholarly readings in FYC classes. Transfer as Recontextualization, proposed by Nowacek (2011), includes the role of students as "agents of integration." Also, it underlines the importance of revealing all resources available to the students so if they need help with their writing, they know where to go.


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