607 BLYTHE AND GONZALES / COORDINATION AND TRANSFER CCC 67:4 / JUNE 2016 Stuart Blythe and Laura Gonzales Coordination and Transfer across the Metagenre of Secondary Research The authors report on a study of writing transfer using a relatively novel method. Spe- ciﬁcally, they use screencast videos to study the work of a dozen undergraduates who had taken ﬁrst-year writing and were now enrolled in an interdisciplinary biology class. The authors argue that students were able to adapt to the writing requirements in the biology class because they implicitly understood themselves to be engaged in Carter’s metagenre of “research from sources.” Because students in this study had been asked to engage in that metagenre at least since high school, they believed their writing habits were established well before ﬁrst-year writing, and consequently they have trouble recognizing the inﬂuence of such a course on their subsequent work. The study also revealed that students coordinated multiple texts simultaneously in order to engage in processes akin to what Howard has called “patchwriting” but also similar to the habits of professional writers. Whereas professional writers have well established networks for seeking information, the students in this study worked in relative isolation, using a few sources found haphazardly through library or Google searches. The authors sug- gest that instructors spend more time helping students develop effective networks of information, including experts and organizations in addition to published sources. Copyright © 2016 by the National Council of Teachers of English. All rights reserved.