Abstract
Given the rise in business and technical writing (BTW) courses in writing programs and English departments, there is a need to develop not only a pedagogy for BTW but one that considers BTW’s institutional context. Context is a problematic focus for pedagogy, as we have seen in recent scholarship on student writing, theory of genre, and transferability of skills to other academic disciplines. That scholarship views the uncertain and unclear contexts of academic composition courses and their genres as preventing the full student understanding of genre that is needed for students to develop transferable writing skills. The continuation of that scholarship into BTW regards the instruction of BTW, as inside academia rather than within the workplace, as suffering from similar concerns with context. Rather than viewing BTW as downstream from or supplemental to composition instruction, this article argues that we should examine the genres of BTW as unique in their contingency to the writing process and yet just as able to pursue the goals of composition instruction and liberal arts education as first-year composition (FYC) courses. By focusing on the reader of BTW genres as determinant in the contingency of the writing situation, we see BTW as less problematic than FYC in its support of key composition goals such as the creation of original arguments and effective management of supporting materials. The awareness of readership and argumentation allows for a pedagogy supportive of contingent and part-time faculty as well as full-time composition faculty regardless of their respective professional experience.