ABSTRACT
If students successfully work through the transitional space of making sense of the threshold concept, it likely will have an integrative impact, helping students synthesize other disciplinary knowledge and concepts. Ultimately, writing transfer successes and challenges cannot be understood without exploring how individual learners are processing prior and new knowledge or without attention to learners social-cultural spaces, including the standards and curricula that shape them. First and foremost, writing programs should construct writing curricula and classes that focus on the study of and practice with writing knowledge. Both 'teaching for transfer' and 'writing about writing' curricula forefront rhetorical knowledge, terms, and concepts that students will need to apply in future contexts. Given the complexity of transfer, assessments of learning and research on writing transfer should use multiple methods to identify moments of transfer and to examine how writers repurpose their prior knowledge.
