Within composition studies, transfer and rhetorical genre studies have found an especially productive partnership for exploring together whether and in what ways students transfer writing-related knowledge from one context to another. This article continues this synthesis by turning to Anne Freadman's notion of uptake to suggest a more robust understanding of transfer "for writing". As I will show, uptake foregrounds the role that heterogeneity, selection, and problem-solving play in how literate learners encounter and make sense of new writing tasks at the convergence of prior genre knowledge and current, local genred events. This micro discursive space of uptake is an important site for thinking about transfer in that it is partially through this process that prior genres meet, are transformed, rejected, or imported whole cloth into new rhetorical situations. Ultimately, this article argues that, through uptake, high road transfer is reconceived as a dynamic, problem-solving endeavor where writers can be encouraged to proactively sort through and make selections in and amongst prior genre knowledge. (Contains 1 note.)