Written Communication Apr 1994

Wearing Suits to Class

AVIVA FREEDMAN ; CHRISTINE ADAM Carleton University ; GRAHAM SMART

Abstract

Using the theoretical perspective offered by recent genre studies, this study compares student and professional discourse within the same field through a set of case studies written for a third-year course in financial analysis—writing that was conceived and designed by the instructor to simulate workplace discourse. Observational and textual analyses revealed the radically distinct social action undertaken in this student writing as compared to related workplace discourse, despite the simulation. Social motives, exigent rhetorical contexts, social roles, and reading practices were all distinct in ways that profoundly affected both discourse processes and products. At the same time, certain commonalities were apparent in the student and workplace writing. These shared features point to ways in which student writing enables and enacts entry into sociocultural communities.

Journal
Written Communication
Published
1994-04-01
DOI
10.1177/0741088394011002002
Open Access
Closed
Topics
genre theory multimodality professional writing affect and writing

Citation Context

Cited by in this index (39)

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  5. Campbell (2017)
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  3. Yu (2012)
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  5. Brent (2011)
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  6. Shaver (2011)
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  7. Dannels (2011)
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  8. Dannels (2009)
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  9. Yu (2008)
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  10. Dannels et al. (2008)
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  11. Artemeva (2008)
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  12. Russell (2007)
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  13. Carter et al. (2007)
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  14. Fisher (2007)
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  15. Spafford et al. (2006)
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  16. Artemeva (2005)
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  17. Kain et al. (2005)
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  18. Abbott et al. (2005)
    How Academics and Practitioners Evaluate Technical Texts
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  19. Barton et al. (2003)
    A Case of Multiple Professionalisms
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  20. Dannels (2003)
    Teaching and Learning Design Presentations in Engineering
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  21. Smidt (2002)
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  22. NEWMAN (2001)
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  23. Artemeva et al. (2001)
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  24. Winsor (2001)
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  25. BEAUFORT (2000)
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  26. Dannels (2000)
    Learning to Be Professional
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  27. Forman et al. (1999)
    The Genre System of the Harvard Case Method
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  28. Artemeva et al. (1999)
    From page to stage: How theories of genre and situated learning help introduce …
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  29. EUBANKS (1998)
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  30. RUSSELL (1997)
    Rethinking Genre in School and Society
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  31. Savage (1997)
    Doing Unto Others through Technical Communication Internship Programs
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  32. BLAKESLEE (1997)
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  33. FREEDMAN et al. (1996)
    Learning to Write Professionally
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  34. Spinuzzi (1996)
    Pseudotransactionality, Activity Theory, and Professional Writing Instruction
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Cites in this index (12)

  1. Doheny-Farina (1994)
    Rhetoric, Innovation, Technology
    College Composition and Communication
  2. Herrington et al. (1994)
    Writing, Teaching and Learning in the Disciplines
    College Composition and Communication
  3. BERKENKOTTER et al. (1993)
    Rethinking Genre from a Sociocognitive Perspective
    Written Communication
  4. Freedman (1993)
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    Written Communication
Show all 12 →
  1. FARR (1993)
    Essayist Literacy and Other Verbal Performances
    Written Communication
  2. RICHARDSON et al. (1993)
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    Journal of Business and Technical Communication
  3. Trimbur (1990)
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    Rhetoric Review
  4. NYSTRAND (1989)
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    Written Communication
  5. McCarthy (1987)
    A Stranger in Strange Lands: A College Student Writing Across the Curriculum
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  6. Herrington (1985)
    Writing in Academic Settings: A Study of the Contexts for Writing in Two Colleg…
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  7. BAZERMAN (1985)
    Physicists Reading Physics
    Written Communication
Also cites 8 works outside this index ↓
  1. 10.2307/358391
     ↗
  2. Faigley, L.
    Fragments of rationality: Postmodernity and the subject of composition
     ↗
  3. 10.2307/376357
     ↗
  4. 10.2307/356491
     ↗
  5. 10.2307/358988
     ↗
  6. 10.1080/00335638409383686
     ↗
  7. Swales, J.
    Genre analysis
     ↗
  8. Toulmin, S. E.
    The uses of argument
     ↗
CrossRef global citation count: 102 View in citation network →

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