Adler-Kassner, L., Majewski, J., & Koshnick, D. “The Value of Troublesome Knowledge: Transfer and Threshold Concepts in Writing and History.” Composition Forum 26 (2012): n.p. Web. 2 Nov. 2013.
Anson, C.M. & L. Lee Forsberg. “Moving Beyond the Academic Community: Transitional Stages in Professional Writing.” Written Communication 7 (1990): 200-231. Web. 3 May 2014.
Atkinson, R.C., and R.M. Shiffrin. “Human Memory: A Proposed System and its Control Processes.” The Psychology of Learning and Motivation: Advances in research and theory 2 Eds. K.W. Spence and J.T. Spence. New York, NY: Academic Press, 1968. 89-195. Print.
Bailey, Nancy M. “The Importance of a New Literacies Stance in Teaching English Language Arts.” Multimodal Composing In Classrooms. Ed. Miller, Suzanne M., and Mary B. McVee. New York: Routledge, 2012. 44-62. Print.
Beach, K. “Consequential Transitions: A Developmental View of Knowledge Propagation Through Social Organizations.” Between School and Work: New Perspectives on Transfer and Boundary-Crossing. Eds. T. Tuomi-Grohnm & Y. Engestrom, Bingley, UK: Emerald Group, 2003. 39-63. Print.
Beaufort, Ann. College Writing and Beyond: A New Framework for University Writing Instruction. Logan: Utah State University Press, 2007. Print.
Becker, Anne. “A Review of Writing Model Research Based on Cognitive Processes.” Revision: History, Theory, and Practice. Eds. Alice Horning and Anne Becker. West Lafayette, IN: Parlor Press, 2006. 25-49. Print.
Bergmann, L.S. & Zepernick, J. “Disciplinarity and Transference: Students’ Perceptions of Learning to Write.” WPA 31.1-2 (2007): 124. Print.
Berninger, Virginia Wise, and Todd L. Richards. “The Writing Brain: Coordinating Sensory/Motor, Language, and Cognitive Systems in Working Memory.” Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology. Ed. Virginia Wise Berninger. New York: Psychology Press, 2012. 537-567. Print.
Bohannon, J. “Searching for the Google Effect on People’s Memory.” Science 15 July 2011:277. Print.
Brent, Doug. “Transfer, Transformation, and Rhetorical Knowledge: Insights From Transfer Theory. Journal of Business and Technical Communication 25.4 (2011): 396-420. Web. 16 November 2013.
Brown, Peter C., Henry L. Roediger III., and Mark A. McDaniel. Make it Stick: The Science of Successful Learning. Cambridge, MA: The Belknap Press of Harvard University Press, 2014. Print.
Bruce, Bertram. “Literacy Technologies: What Stance Should we Take?” Journal of Literacy Research 29.2 (1997): 289-309. Print.
Carruthers, Mary J, and Jan M. Ziolkowski. The Medieval Craft of Memory: An Anthology of Texts and Pictures. Philadelphia, Pa: University of Pennsylvania Press, 2002. Print.
Cicero. Rhetorica Ad Herrennium. Ed. Harry Caplan. Cambridge: Harvard University Press, 1954. Print.
Cicero, Marcus Tullius. Cicero: On the Ideal Orator. Trans. James M. May and Jakob Wisse.
Clark, Megan. Reconsidering the Fourth Cannon: Rhetoric, Memoria, and Composition in the Digital Age. MA Thesis. Colorado State University, 2013. Print.
Craik, F.I.M. “Levels of Processing: Past, Present...and Future?” Memory 10.5-6 (2002): 305-318. Print.
Crowley, Sharon. “Modern Rhetoric and Memory.” Rhetorical Memory and Delivery: Classical Concepts for Contemporary Composition and Communication. Ed. John Frederick Reynolds. Hillsdale, NJ: Lawrence Erlbaum, 1993. 31-45. Print.
--. The Methodical Memory: Invention in Current-Traditional Rhetoric. Carbondale, IL: Southern Illinois University Press, 1990. Print.
Cypert, Rick. “A Return to the ‘Treasure-House of Invention’: Memory in the Composition Classroom.” Freshman English News, 17.2 (1989): 35-38. Print.
Derakshan, N., and Eysenck, M. “Introduction to the Special Issue: Emotional States, Attention, and Working Memory.” Cognition and Emotion 24.2 (2010): 189-199. Print.
Donald, Merlin. “Human Cognitive Evolution: What We Were, What We Are Becoming”.Social Research 60.1 (Spring 1993): 143-170. Academic OneFile. Web. 1 may 2014.
--- A Mind So Rare: The Evolution of Human Consciousness. New York: W.W. Norton, 2001. Print.
Driscoll, Dana Lynn. “Connected, Disconnected, or Uncertain: Student Attitudes about Future Writing Contexts and Perceptions of Transfer from First Year Writing to the Disciplines.” Across the Disciplines 8.2 (2011): n.p. Web. 5 November 2013.
Driscoll, Dana Lynn. & Wells, J. “Beyond Knowledge and Skills: Writing Transfer and the Role of Dispositions.” Composition Forum 26 (2012): n.p. Web. 2 Nov. 2013.
Eichenbaum, Howard. Learning and Memory. New York: W.W. Norton and Co., 2008. Print.
Engestrom, Yrjo. Learning by Expanding: An Activity Theoretical Approach to Developmental Research. New York, NY: Cambridge University Press, 2015. Print.
Foertsch, Julie. “Where Cognitive Psychology Applies: How Theories About Memory and Transfer Can Influence Composition Pedagogy.” Written Communication 12.3 (1995): 360-383. Print.
Goode, M.K., L. Geraci, and H.L. Roediger. “Superiority of Variable to Repeated Practice in Transfer on Anagram Solution.” Psychonomic Bulletin and Review 15.3 (2008): 662-666. Print.
Hambrick, David Z. and Randall W. Engle. “Effects of Domain Knowledge, Working Memory Capacity, and Age on Cognitive Performance: An Investigation of the Knowledge-Is-Power Hypothesis.” Cognitive Psychology 44 (2002): 339-387. Print.
Howland, Jane L., David Jonassen, and Rose M. Marra. Meaningful Learning with Technology, 4th ed. Boston, MA: Pearson, 2012. Print.
Jarratt, Susan C., et al. “Pedagogical Memory: Writing, Mapping, Translating.” WPA WritingProgram Administration: Journal of the Council of Writing Program Administrators 33. 1-2 (2009): 46-73. MLA International Bibliography. Web. 11 Apr. 2014.
Jewitt, Carey. Technology, Literacy, and Learning: A Multimodal Approach. New York: Routledge, 2006. Print.
Johnson-Eilola, Johndan. “Negative Spaces: From Production to Connection in Composition.” Literacy Theory in the Age of the Internet. Ed. Taylor, Todd, and Irene
Ward. New York: Columbia University Press, 1998. 17-33. Print.
Klein, K., & Boals, A. “Expressive Writing Can Increase Working Memory Capacity.” Journal of Experimental Psychology: General 130.3 (2001): 520-533. Print.
Kress, Gunther R. Literacy in the New Media Age. London: Routledge, 2012. Print.
---. Multimodality: A Social Semiotic Approach to Contemporary Communication.New York: Cambridge University Press, 2010. Print.
Lacey, Kimberly R. Making Memory: Techne, Technology, and the Refashioning of Contemporary Memory. Diss. Wayne State University, 2011. Print.
McCutchen, Deborah. “From Novice to Expert: Implications of Language Skills and Writing-Relevant Knowledge for Memory During the Development of Writing Skills.” Journal of Writing Research 3.1 (2011): 52-68. Print.
---. “Knowledge, Processing, and Working Memory: Implications for a Theory of Writing. Educational Psychologist, 35.1 (2000): 13-23.
Meyer, J. and Ray Land. “Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practicing in the Disciplines.” Enhancing Teaching-Learning Environments in Undergraduate Courses 4 (2003): n.p. Web. 23 November 2013.
Miller, Carolyn. "Genre as Social Action.” Quarterly Journal of Speech. 70 (May 1984): 151-167. Print.
Miller, Susan. “Classical Practice and Contemporary Basics.” Rhetorical Tradition and Modern Writing. Ed. James J. Murphy. New York: MLA, 1982. 46-57.
Miller, Suzanne M., and Mary B. McVee, eds. Multimodal Composing In Classrooms. New York: Routledge, 2012. Print.
Milrad, Marcelo, Michael Spector, and Pal Davidsen. “Model Facilitated Learning.” Learning and Teaching with Technology: Principles and Practices. Ed. Som Naidu. New York, NY: Routledge Falmer, 2003. 13-27. Print.
Moore, J. “Mapping the Questions: The State of Writing-Related Transfer Research.” Composition Forum 26 (2012): n.p. Web. 2 Nov. 2013.
Murphy Karen and Yakut Gazi. “Collaboration and Community through Simulation/Role-Play.” Learning and teaching with technology: principles and practices. Ed. Som Naidu. New York, NY: Routledge Falmer, 2003. 177-191. Print.
N. Carr, Is Google making us stupid? Atlantic 302, 56 (2008).
Nelms, G. & Dively, R.L. “Perceived Roadblocks to Transferring Knowledge from First-Year Composition to Writing-Intensive Courses in the Major Courses: A Pilot Study.” Writing Program Administration 31.1-2 (2007): 214-40. Print.
Norton, Priscilla and Karin M. Wiburg. Teaching With Technology: Designing Opportunities to Learn. Canada: Wadsworth, 2003. Print.
Nowacek, R. Agents of Integration: Understanding Transfer as a Rhetorical Act. Carbondale: Southern Illinois University Press. 2011. Print.
Ong. Walter J. Orality & Literacy: The Technologizing of the World. New York: Routledge, 1991. Print.
Perkins, D. N. & Salomon, G. “Are Cognitive Skills Context Bound?” Educational Researcher 18.1 (1989): 16-25. Print.
--. “Transfer of Learning.” International Encyclopedia of Education. 2nd Ed. Oxford: Pergamon Press, 1992. Print.
--. “Teaching for Transfer.” Educational Leadership 46.1 (1988): 22-23. Print.
Perkins. David, N. “Thinking Frames: An Integrative Perspective on Teaching Cognitive Skills.” Teaching Thinking Skills: Theory and Practice. Eds. Joan Boykoff Baron and Robert J. Sternberg. New York: W.H. Freeman and Company, 1986. Print.
Plato. Phaedrus. Ed. Robin Waterfield. Oxford, NY: Oxford University Press, 2002. Print.
Pruchnic, Jeff and Kim Lacey. “The Future of Forgetting: Rhetoric, Memory, Affect.” Rhetoric Society Quarterly 41.5 (2011): 472-494. Web. 1 May 2014.
Quintilian. Institutes of Oratory. Ed. Lee Honeycutt. Trans. John Selby Watson. 2006. Iowa State. 14 April 2014. <http://rhetoric.eserver.org/quintilian/>.
Reid, Alexander. “Graduate Education and the Ethics of Digital Humanities.” Debates in the Digital Humanities. Ed. Gold, Matthew K. Minneapolis: University of Minnesota
Press, 2012. 350-367. Print.
Reynolds, John F. ed. Rhetorical Memory and Delivery. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc., 1993. Print.
Roozen, Kevin. “Tracing Trajectories of Practice: Repurposing in One Student’s Developing Disciplinary Writing Processes.” Written Communication 27.3 (2010): 318-354. Print.
Royer, James M. “Theories of the Transfer of Learning.” Educational Psychologist 14.1-3 (1979): 53. Academic Search Premier. Web. 11 Apr. 2014.
Russell, David. “Activity Theory and It’s Implications for Writing Instruction.” ReconceivingWriting, Rethinking Writing Instruction. Ed. J. Petraglia. Hillsdale, NJ: Lawrence Erlbaum, 1995. 51-78. Print.
Ryan, Kathleen J. “Memory, Literacy, and Invention: Reimagining the Canon of Memory for the Writing Classroom.” Composition Studies 32.1 (2004): 35-47. Academic Search Premier. Web. 24 Apr. 2014.
Scardamalia, M., and C. Bereiter. “Does Education for the Knowledge Age Need a New Science?” European Journal of School Psychology. 3.1 (2005): 21-40. Print.
Sheinfeldt, Tom. “Stuff Digital Humanists Like: Defining Digital Humanities by its Values.” Found History. December 2, 2010. Web. February 20, 2015.
Schwartz, Katrina. “How Memory, Focus and Good Teaching Can Work Together to Help Kids Learn.” Mind Shift: How We Learn. KQED News, 9 Apr 2015. Web. 16 Jun 2015.
Selber, S.A. Multiliteracies for a Digital Age. Carbondale, IL: Southern Illinois University Press, 2004. Print.
Selfe, Cynthia L. “Toward New Media texts”. Writing New Media. Ed. Anne Frances Wysocki, Johndan Johnson-Eilola, Cynthia L. Selfe, and Geoffrey Sirc. Logan, UT: Utah State University Press, 2004. 67-111. Print.
Shipka, J. Toward a Composition Made Whole. Pittsburgh, PA: University of Pittsburgh Press, 2011. Print.
Sparrow, Betsy, et al. “Effects on Memory: Cognitive Consequences of Having Information at Our Fingertips.” Science 333 (2011): 776-778. Print.
Spiro, Lisa. “This is why we Fight: Defining the Values of the Digital Humanities.” Debates in the Digital Humanities. Ed. Gold, Matthew K. Minneapolis: University of
Minnesota Press, 2012. 16-35. Print.
Spiro, R., and Jehng, J. “Cognitive Flexibility and Hypertext: Theory and Technology for the Nonlinear and Multidemensional Traversal of Complex Subject Matter.” Cognition, Education, and Multimedia: Exploring Ideas in High Technology. Eds. D. Nix and R. Spiro. Hillsdale, NJ: Erlbaum, 1990. 165-205. Print.
Tapscott, Don. Growing up Digital. New York: Mcgraw-Hill, 1998. Print.
Tomei, Lawrence A. Challenges of Teaching with Technology Across the Curriculum: Issues and Solutions. Hershey, PA: IRM Press, 2003. Print.
Tuomi-Grohn, Terttu, and Yrjo Engestrom. Between School and Work: New Perspectives of Transfer and Boundary-Crossing. Boston, MA: Pergamon, 2003. Print.
Vandenberg, R. and H.L. Swanson. “Which Components of Working Memory Are Important in the Writing Process?” Reading and Writing 20 (2007): 721-752. Print.
Van Ittersome, Derek. “Data Palace: Modern Memory Work in Digital Environments.” Kairos: A Journal of Rhetoric, Technology, and Pedagogy 11.3 (2007): n.p. Web. 24 Apr. 2014.
Wardle, Elizabeth. “Creative Repurposing for Expansive Learning: Considering ‘Problem Exploring’ and ‘Answer Getting’ Dispositions in Individuals and Fields.” Composition Forum 26 (2012): n.p. Web. 24 Apr. 2014.
---. “’Mutt Genres’ and the Goal of FYC: Can we Help Students Write the Genres of the University.” College Composition and Communication 60 (2009):
---. “Understanding ‘Transfer’ from FYC: Preliminary Results of a Longitudinal Study.” WPA 31.1/2 (2007): n.p. Print.
Zoetewey, Meredith W., and Julie Staggers. “Beyond Current-Traditional Design: Assessing Rhetoric in New Media.” Issues in Writing 13 (2003): 133-57. Print.