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Volume 63, Issue 4
  • ISSN: 0010-096X
  • E-ISSN: 1939-9006


This article reviews the deeply conflicted literature on learning transfer, especially as it applies to rhetorical knowledge and skill. It then describes a study in which six students are followed through their first co-op work term to learn about which resources they draw on as they enter a new environment of professional writing. It suggests that although students engage in little one-to-one transfer of learning, they draw on a wide range of internalized rhetorical strategies learned from across their academic experience.


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  • Article Type: Research Article
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