Kara Taczak is an assistant professor at the University of Central Florida, USA, and the coeditor 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 Learning (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 postsecondary 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 AI on teaching and learning.Michael-John DePalma is a 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 numerous 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 Jeffrey M. 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), WIL, Indigenous studies, and teacher preparation. She serves on national and international boards and enjoys connecting with others passionate about teaching and learning.

• ForewordPrefacePrologue: WIL from a European perspectivePart I: Forging Research And Teaching Connections Between Writing Transfer And Work-Integrated LearningIntroduction1. Mapping Conceptual and Methodological Foundations at the Intersections of WIL and Writing TransferPart 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 WIL3. Designing Writing Across Professions (WAP) in Higher EducationPart III: Preparing Undergraduates For Professional Writing4. Learning to Write for Professional Contexts: The Professionals’ Experience5. Learning to Write for Professional Contexts: The Students' Perspectives6. The Formation of Pre-Professional Writing Identities7. WAP-AI (Writing Across Professions Using AI)Coda: Communication as cultural practice: Developing relationship and forging identity in written communication in WIL settingsAfterword: Advancing Writing Transfer and Work-Integrated LearningAppendices A to DIndex

Kara Taczak is an assistant professor at the University of Central Florida, USA, and the coeditor 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 Learning (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 postsecondary 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 AI on teaching and learning.Michael-John DePalma is a 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 numerous 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 Jeffrey M. 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), WIL, Indigenous studies, and teacher preparation. She serves on national and international boards and enjoys connecting with others passionate about teaching and learning.

• ForewordPrefacePrologue: WIL from a European perspectivePart I: Forging Research And Teaching Connections Between Writing Transfer And Work-Integrated LearningIntroduction1. Mapping Conceptual and Methodological Foundations at the Intersections of WIL and Writing TransferPart 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 WIL3. Designing Writing Across Professions (WAP) in Higher EducationPart III: Preparing Undergraduates For Professional Writing4. Learning to Write for Professional Contexts: The Professionals’ Experience5. Learning to Write for Professional Contexts: The Students' Perspectives6. The Formation of Pre-Professional Writing Identities7. WAP-AI (Writing Across Professions Using AI)Coda: Communication as cultural practice: Developing relationship and forging identity in written communication in WIL settingsAfterword: Advancing Writing Transfer and Work-Integrated LearningAppendices A to DIndex

Kara Taczak is an assistant professor at the University of Central Florida, USA, and the coeditor 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 Learning (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 postsecondary 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 AI on teaching and learning.Michael-John DePalma is a 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 numerous 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 Jeffrey M. 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), WIL, Indigenous studies, and teacher preparation. She serves on national and international boards and enjoys connecting with others passionate about teaching and learning.

• ForewordPrefacePrologue: WIL from a European perspectivePart I: Forging Research And Teaching Connections Between Writing Transfer And Work-Integrated LearningIntroduction1. Mapping Conceptual and Methodological Foundations at the Intersections of WIL and Writing TransferPart 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 WIL3. Designing Writing Across Professions (WAP) in Higher EducationPart III: Preparing Undergraduates For Professional Writing4. Learning to Write for Professional Contexts: The Professionals’ Experience5. Learning to Write for Professional Contexts: The Students' Perspectives6. The Formation of Pre-Professional Writing Identities7. WAP-AI (Writing Across Professions Using AI)Coda: Communication as cultural practice: Developing relationship and forging identity in written communication in WIL settingsAfterword: Advancing Writing Transfer and Work-Integrated LearningAppendices A to DIndex