Abstract

Abstract Based on an ethnographic study of scientists at the Centers for Disease Control and Prevention, this article describes how the rhetorical invention process of a group of working scientists is strongly rooted in social collaborative processes. These writing practices of working professionals are not always synonymous with the way students entering the professions have been taught to write. Because invention is such an important aspect of the writing process, it is important to teach students the approaches to invention that are actually used in science, approaches that include a great deal of interaction, including talking to other scientists and reading journal articles. This article ends with pedagogical suggestions for teaching collaborative invention to students based on the results of the study.

Journal
Technical Communication Quarterly
Published
2003-04-01
DOI
10.1207/s15427625tcq1202_4
Open Access
Closed

Citation Context

Cited by in this index (2)

  1. Technical Communication Quarterly
  2. Written Communication

Cites in this index (0)

No references match articles in this index.

Also cites 7 works outside this index ↓
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    journal of Biological Education  
  2. Holyoak, Alan R. (`A Plan for Writing Throughout (not just across) the Biology Curriculum." The American Biol…
  3. 10.1080/00219266.1997.9655533
    journal of Biological Education  
  4. 10.2307/4450655
    The American Biology Teacher  
  5. 10.2307/1312461
  6. 10.1080/02691729508578782
    Social Episnmology  
  7. 10.2307/4450493
    The American Biology Teacher  
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