Brandt, Deborah. (2015). The Rise of Writing: Redefining Mass Literacy. Cambridge: Cambridge University Press.
Center for Engaged Learning (2013, July 22). Writing and learning in general education. Retrieved from https://www.youtube.com/watch?v=LoNLigC1xjg.
Clark, I. & Hernandez, A. (2011). Genre awareness, academic argument, and transferability. WAC Journal, 22, 65-78.
Hall, R.M. (2011). Theory in/to practice: Using dialogic reflection to develop a writing center community of practice. Writing Center Journal, 31(1), 82-105.
Inoue, Asao. (2015). Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future. Fort Collins, The WAC Clearinghouse.
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Leberman, S., McDonald, L., & Doyle, S. (2006). The transfer of learning: Participants’ perspectives of adult education and training. Burlington, VT: Gower.
Nowacek, R. (2013). Transfer as bricolage: Assembling genre knowledge across contexts. Conference on College Composition and Communication. Las Vegas.
Reiff, M., & Bawarshi, A. (2011). Tracing discursive resources: How students use prior genre knowledge to negotiate new writing contexts in first-year composition. Written Communication, 28(3), 312-337.
Robbins, S. (1998). Linking the secondary schools and the university: American studies as a collaborative public enterprise. American Quarterly, 50, 783-808.
Robertson, L., Taczak, K. & Yancey, K. B. (2012). Notes toward a theory of prior knowledge and its role in composers’ transfer of knowledge and prior practice. Composition Forum, 26. Retrieved from https://compositionforum.com/issue/26/prior-knowledge-transfer.php.
Sadlin, J.A., Schultz, B.D., & Burdick, J. (2010). Handbook of Public Pedagogy. New York, NY: Routledge.
Yancey, K.B., Robertson, L., & Taczak, K. (2014). Writing across contexts. Transfer, composition, and sites of writing. Boulder: University of Colorado Press.
