Abstract

Instructors in multi-major professional communication courses are asked to teach students a variety of workplace genres. However, teaching genres apart from their contexts may not result in transfer of knowledge from school to workplace settings. We propose teaching students to research genre use via activity theory as a way of encouraging transfer. We outline theory and research relevant to teaching genre and provide results from a study using activity theory to teach genre in two different professional communication courses.

Journal
Technical Communication Quarterly
Published
2005-04-01
DOI
10.1207/s15427625tcq1402_1
CompPile
Open Access
Closed
Topics
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Citation Context

Cited by in this index (19)

  1. Journal of Business and Technical Communication
  2. IEEE Transactions on Professional Communication
  3. IEEE Transactions on Professional Communication
  4. Journal of Business and Technical Communication
  5. Written Communication
Show all 19 →
  1. College Composition and Communication
  2. College English
  3. Technical Communication Quarterly
  4. Communication Design Quarterly
  5. Journal of Technical Writing and Communication
  6. IEEE Transactions on Professional Communication
  7. Journal of Technical Writing and Communication
  8. Technical Communication Quarterly
  9. Written Communication
  10. Journal of Business and Technical Communication
  11. Technical Communication Quarterly
  12. Technical Communication Quarterly
  13. Journal of Business and Technical Communication
  14. Technical Communication Quarterly

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