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The article extends transfer research through Anne Freadman’s concept of “uptake,” arguing that learners engage new writing tasks through heterogeneity, selection, and problem-solving at the intersection of prior genre knowledge and local, genred events. Uptake is presented as a micro-discursive space where genres are transformed, rejected, or imported. Ultimately, high road transfer becomes a dynamic, proactive endeavor requiring teaching strategies and supportive programs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/selecting-genres-for-transfer-cf-26-abstract/599586/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/selecting-genres-for-transfer-cf-26-abstract/599586.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article propose as a stronger way to understand writing transfer?","Question",{"text":112,"@type":113},"It proposes using Anne Freadman’s notion of “uptake” to explain how students transfer writing-related knowledge, emphasizing the role of selection and problem-solving when encountering new tasks.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does uptake connect prior genre knowledge to new writing situations?",{"text":117,"@type":113},"Uptake frames a micro-discursive space where prior genres meet current local genred events and can be transformed, rejected, or imported into new rhetorical contexts.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article argue that “high road” transfer needs to be reconceived?",{"text":121,"@type":113},"Through uptake, high road transfer is reconceived as a dynamic, problem-solving endeavor in which writers are encouraged to proactively sort through and select among prior genre knowledge.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599586,1792188907,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","CF 26: “Selecting Genres for Transfer” by Angela Rounsaville Page 1 of 16  \nComposition Forum 26, Fall 2012 [http://compositionforum.com/issue/26/](http://compositionforum.com/issue/26/)  \nSelecting Genres for Transfer: The Role of Uptake in Students’ Antecedent Genre Knowledge  \n [[http://www.addthis.com/bookmark.php?v=250&username=compforum](http://www.addthis.com/bookmark.php?v=250&username=compforum)]  \nAngela Rounsaville  \nAbstract: Within composition studies, transfer and rhetorical genre studies have found an especially productive partnership for exploring together whether and in what ways students transfer writing-related knowledge from one context to another. This article continues this synthesis by turning to Anne Freadman’s notion of uptake to suggest a more robust understanding of transfer for writing. As I will show, uptake foregrounds the role that heterogeneity, selection, and problem-solving play in how literate learners encounter and make sense of new writing tasks at the convergence of prior genre knowledge and current, local genred events. This micro discursive space of uptake is an important site for thinking about transfer in that it is partially through this process that prior genres meet, are transformed, rejected, or imported whole cloth into new rhetorical situations. Ultimately, this article argues that, through uptake, high road transfer is reconceived as a dynamic, problem-solving endeavor where writers can be encouraged to proactively sort through and make selections in and amongst prior genre knowledge.  \nAcross fields that have taken up the challenge of teaching effectiveness that travels beyond a single classroom, transfer has, in many instances, become the go-to term to define the successful application or transformation of knowledge from one domain to another highly distinct and dissimilar one. Composition studies has sought to incorporate this rich array of literature into its own mission of helping students take the knowledges, skills, and strategies that they learn in first-year writing to other college courses, workplaces, and civic and community life. The impetus for this interest in transfer is three-fold. First,“teaching for transfer” shifts first-year writing from a gate-keeping to a gate-opening function. Second, transfer addresses three critical turns within composition studies that challenge the notion of writing as a generalizable skill: theories of situated learning and communities of practice, rhetorical genre theory, and activity theory. Third, it captures our field’s interest in writing development and how students develop as writers in that it provides an analytic and a conceptual vocabulary for tracking learning across literacy domains. Coming together as the linchpin in these overlapping drives is how “high road” transfer (Perkins and Salomon) occurs, how we can better teach for it, and what kinds of infrastructure programs can develop to encourage this type of learning.  \nSeeking to find pedagogical methods and curricula that can teach to the high road transfer of writingrelated knowledge, scholars within composition studies are researching possible answers to questions such as: What helps or hinders the transfer of writing-related knowledge? How do we teach for transfer in first-year writing? How do we, as a field, define and operationalize what we mean by“transfer,” so that it aligns with what we know about writing and about how students develop as writers? While each of these questions is crucial for furthering studies and discussions of transfer in composition studies, this article suggests that without fully contextualizing writing-related transfer within terms, theories, and intellectual traditions intrinsic to composition studies we struggle to see what is uniquely exciting and uniquely difficult about writing-related transfer. For instance, an underacknowledged consequence of importing whole-cloth extra-disciplinary theories of transfer to  \n[http://compositionforum","cbCaim6oAYO3vyaP","https://ap.wps.com/l/cbCaim6oAYO3vyaP","pdf",85405,16,"English","# Composition Forum 26: Selecting Genres for Transfer\n## Transfer and rhetorical genre studies\n## Uptake as a framework for transfer\n## High road transfer and teaching implications","[{\"question\":\"What does the article propose as a stronger way to understand writing transfer?\",\"answer\":\"It proposes using Anne Freadman’s notion of “uptake” to explain how students transfer writing-related knowledge, emphasizing the role of selection and problem-solving when encountering new tasks.\"},{\"question\":\"How does uptake connect prior genre knowledge to new writing situations?\",\"answer\":\"Uptake frames a micro-discursive space where prior genres meet current local genred events and can be transformed, rejected, or imported into new rhetorical contexts.\"},{\"question\":\"Why does the article argue that “high road” transfer needs to be reconceived?\",\"answer\":\"Through uptake, high road transfer is reconceived as a dynamic, problem-solving endeavor in which writers are encouraged to proactively sort through and select among prior genre knowledge.\"}]","Selecting Genres for Transfer - CF 26 - Abstract | PDF",1792089063]