This article explores how doctoral writers in interdisciplinary life sciences programs navigate genre-ing activities across multiple disciplines. In interdisciplinary environments, approaches to doing and teaching writing may benefit from a reimagining, particularly as findings suggest that writing at interdisciplinary boundaries is unsuited to apprenticeship models of pedagogy. I argue that meta-genre is a productive way of engaging with the destabilization of existing knowledge in technical communication in interdisciplinary spaces and of fostering interdisciplinary writing knowledge.

A common challenge facing those who prepare graduate students to teach writing online is the need to help those students connect online writing instruction (OWI) theory with their classroom practic...

Graduate education in technical communication should provide students with an expansive view of the field. Toward that end, we offer a three-dimensional framework that represents technical communication as a robust, diverse, complex whole. Although the framework aims towards coherence, it embraces contradiction. That is, the framework represents a totality but does not purport to be the only possible representation. Key to the framework is our belief that the gap between theory and practice can actually be productive. Almost all binaries encourage overly simplistic understandings. But we should not allow the goal of remediating the binary to close off the important tensions that can allow the field to advance. This very gap is actually one of the few sites in which new ideas and approaches can be forged.