Abstract

This article describes a discipline‐specific communication course for engineering students offered by a Canadian university. The pedagogy of this course is based on North American theories of genre and theories of situated learning. In keeping with these theories, the course provides a context in which students acquire rhetorical skills and strategies necessary to integrate into a discipline‐specific discourse community. The authors argue that such a pedagogical approach can be used to design communication courses tailored to the needs of any discipline if the following three key conditions are met: assignments are connected to subject matter courses, a dialogic environment is provided, and the nature of assignments allows students to build on their learning experiences in the course.

Journal
Technical Communication Quarterly
Published
1999-06-01
DOI
10.1080/10572259909364670
Open Access
Closed

Citation Context

Cited by in this index (8)

  1. Technical Communication Quarterly
  2. Written Communication
  3. Journal of Technical Writing and Communication
  4. Written Communication
  5. Journal of Business and Technical Communication
Show all 8 →
  1. Journal of Business and Technical Communication
  2. Journal of Business and Technical Communication
  3. Journal of Business and Technical Communication

Cites in this index (4)

  1. College Composition and Communication
  2. Journal of Business and Technical Communication
  3. Written Communication
  4. Written Communication
Also cites 10 works outside this index ↓
  1. Speech Genres and Other Late Essays.
  2. 10.1080/0159630970180306
  3. 10.1177/135050849633005
  4. Situated Learning: Legitimate Peripheral Participation
  5. 10.18806/tesl.v13i2.670
    TESL Canada Journal  
  6. 10.1080/00335638409383686
  7. 10.1207/s15327884mca0404_2
  8. 10.1287/orsc.8.1.71
  9. 10.1109/13.204826
    IEEE Transactions on Education  
  10. 10.1109/47.372387
CrossRef global citation count: 51 View in citation network →