IEEE Transactions on Professional Communication Dec 2004

Knowledge Transfer Across Disciplines: Tracking RhetoricalStrategies From a Technical Communication Classroomto an Engineering Classroom

J.D. Ford

Abstract

This article presents findings from an empirical study investigating the transfer of rhetorical knowledge, defined as audience awareness, sense of purpose, organization, use of visuals, professional appearance, and style, between the technical communication and the engineering disciplines. Various data collection methods were used to examine the skills and rhetorical knowledge students learned in a technical communication course and determine whether or not students relied on that knowledge as they completed writing assignments in an engineering course. Also examined was the effect of workplace experiences on shaping students' rhetorical knowledge. This study indicated that students did appear to transfer rhetorical strategies between different contexts, and those strategies were learned in the workplace as well as the classroom.

Journal
IEEE Transactions on Professional Communication
Published
2004-12-01
DOI
10.1109/tpc.2004.840486
CompPile
Open Access
Closed
Topics
rhetorical criticism writing pedagogy transfer technical communication empirical research
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Citation Context

Cited by in this index (24)

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  8. Robles et al. (2019)
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  9. Schieber (2016)
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  11. Brent (2011)
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  12. Ford et al. (2011)
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  13. Wolfe et al. (2011)
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  14. Artemeva et al. (2010)
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  15. Ford et al. (2009)
    The Two-Semester Thesis Model: Emphasizing Research in Undergraduate Technical …
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  16. Wolfe (2009)
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  17. James (2008)
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CrossRef global citation count: 44 View in citation network → Build reading path →

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