Technical Communication Quarterly Oct 2016

Supporting Technical Professionals’ Metacognitive Development in Technical Communication through Contrasting Rhetorical Problem Solving

Andreas Karatsolis Massachusetts Institute of Technology ; Suguru Ishizaki Carnegie Mellon University ; Marsha Lovett ; Stacie Rohrbach Carnegie Mellon University ; Mollie Kaufer University of Maryland, College Park

Abstract

This article presents an experimental pedagogical framework for providing technical professionals with practice on writing skills focusing on the development of their metacognitive rhetorical awareness. The article outlines the theoretical foundation that led to the development of the framework, followed by a report of a pilot study involving information technology professionals in a global setting using an online learning environment that was designed based on the framework.

Journal
Technical Communication Quarterly
Published
2016-10-01
DOI
10.1080/10572252.2016.1221141
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Topics
rhetorical criticism writing pedagogy technical communication online writing instruction
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Citation Context

Cited by in this index (1)

  1. McCaughey (2026)
    Model as Missed Opportunity for Writing Transfer During Career Change
    Written Communication

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