“…In published research on transfel1'ing knowledge of writing skills, knowledge transfer was most sLlccessful when writers were able to make connections within the context of the writing situations-when the writers had a clear sense of the expectations of their discourse community and thus knew the appropriate conventions for the audience and context-and least successful when the writers saw no connections in the context, such as moving from a technical writing assignment in a writing course to a writing task in the workplace where they ~ It the discourse community was new and different from their academic discourse community (Herrington, 1985 ;McCarthy, J987;Doheny-Farina, 1989;Ackerman, 1991 ;Haas, 1994;Beaufol1, 1998;Kryder, 1999;Mila & Sanmarti , 1999;Ford. 2(04 Multimodal and print compositions differ contextually as is illustrated by all of the scholars who talk about the newness of multimodal composition to the field and its difference from print (New London Group, 1996;Kress, 1999;Kress and van Leeuwen, 2001;Daley, 2003;Yancey, 2004). Moreover, intuitively for students, multimodality is associated with everyday literacies while the print text essay is most often associated with the classroom and academic composition.…”