Writing Across Professions

Connecting Writing Transfer and Work-Integrated Learning in Global Contexts
1. Auflage 2026
ISBN: 978-1-032-97175-9
Verlag: Taylor & Francis Ltd

Buch, Englisch, 240 Seiten, Format (B × H): 156 mm x 234 mm

Reihe: Routledge Research in Writing Studies

Writing Across Professions offers a groundbreaking exploration of how writing knowledge and practices transfer across academic and professional contexts.

Drawing on multi-institutional research from the United States, Australia, Germany, and Singapore, the authors introduce Writing Across Professions (WAP), a model designed to prepare students for the diverse writing demands of global workplaces. This book explores the intersection of two key areas of scholarship, writing transfer research and work-integrated learning (WIL) research. The research analysed in these chapters examines how students develop writing expertise in professional contexts, the barriers they face as writers in the workplace, and the role of writing in shaping pre-professional identities.

This volume equips educators, students, and industry partners with strategies for teaching writing transfer, fostering professional identity, and navigating the evolving role of artificial intelligence in communication. This book is a vital resource for anyone committed to developing adaptable, world-ready graduates.

Zielgruppe

Academic, Postgraduate, and Undergraduate Advanced

Autoren/Hrsg.

Machura, Ina Alexandra

Taczak, Kara

Depalma, Michael-John

Eady, Michelle J.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Geisteswissenschaften Sprachwissenschaft Schreiben und Publizieren, Kreatives Schreiben

Inhaltsverzeichnis

Foreword

Preface

Prologue: WIL from a European perspective

Part I: Forging Research And Teaching Connections Between Writing Transfer And Work-Integrated Learning

Introduction

1. Mapping Conceptual and Methodological Foundations at the Intersections of WIL and Writing Transfer

Part II: The Importance Of (Teaching) Writing In The Context Of Work-Integrated Learning (WIL)

2. The Nature of Writing as a Professional: Fostering Effective Workplace Writers through WIL

3. Designing Writing Across Professions (WAP) in Higher Education

Part III: Preparing Undergraduates For Professional Writing

4. Learning to Write for Professional Contexts: The Professionals’ Experience

5. Learning to Write for Professional Contexts: The Students' Perspectives

6. The Formation of Pre-Professional Writing Identities

7. WAP-AI (Writing Across Professions Using AI)

Coda: Communication as cultural practice: Developing relationship and forging identity in written communication in WIL settings

Afterword: Advancing Writing Transfer and Work-Integrated Learning

Appendices A to D

Index

Über Autor(innen)

Kara Taczak is Assistant Professor at the University of Central Florida, USA, and the co-editor of College Composition and Communication (CCC). Her award-winning research centers on composition theory and pedagogy, specifically focusing on Teaching for Transfer (TFT) and reflection. Her work has appeared in numerous edited collections as well as in CCC, Writing & Pedagogy, Writing Spaces, the International Journal of Work-Integrated (IJWIL), The WAC Journal, Composition Forum, Teaching English in a Two-Year College, and Across the Disciplines.

Ina Alexandra Machura is a postdoctoral researcher in teaching and learning. She teaches both discipline-specific courses in educational psychology and interdisciplinary writing courses for graduate and doctoral students in the social and life sciences, as well as academic development courses. She is also creating digital open educational resources (OER) for students and faculty in post-secondary education, particularly in teacher training programs. Her research focuses on developing pedagogies that support students in engaging in adaptive, recursive transfer—repurposing their knowledge and strategies across different contexts of work and study. She is especially interested in intercultural pedagogies, service learning, and the impact of artificial intelligence on teaching and learning.

Michael-John DePalma is Professor and Department Chair of English at Baylor University, USA. He teaches undergraduate and graduate courses in rhetoric, spiritual writing, creative nonfiction, persuasive writing, professional writing, and writing theory and pedagogy. His research centers on religious rhetorics, transfer, and rhetorical education. His work has appeared in several journals and edited collections. With Jeffrey M. Ringer, he edited Mapping Christian Rhetorics: Connecting Conversations, Charting New Territories (Routledge 2015). He is the author of Sacred Rhetorical Education in 19th Century America: Austin Phelps at Andover Theological Seminary (Routledge 2020). With Paul Lynch and Jeff Ringer, he edited Rhetoric and Religion in the Twenty-First Century: Pluralism in a Postsecular Age (2023).

Michelle J. Eady is a Professor of Education at the University of Wollongong, Australia, a Fulbright Scholar, SFHEA, and Fellow of HERDSA and ISSOTL. A national teaching citation recipient and past-president of ISSOTL, her research spans the Scholarship of Teaching and Learning (SoTL), Work-Integrated Learning (WIL), Indigenous Studies, and teacher preparation. She serves on national and international boards and enjoys connecting with others passionate about teaching and learning.