Technical Communication Quarterly Jun 1999

From page to stage: How theories of genre and situated learning help introduce engineering students to discipline‐specific communication

Natasha Artemeva Carleton University ; Susan Logie Carleton University ; Jennie St‐Martin Carleton University

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
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Closed
Topics
rhetorical criticism genre theory discourse analysis writing pedagogy
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Citation Context

Cited by in this index (15)

  1. John et al. (2021)
    Designing STEM-Specific Student-Friendly Reading Content for the Engineering En…
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  2. Ford et al. (2021)
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  3. McCall (2021)
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  4. Alexander et al. (2020)
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  5. Schieber (2016)
    Invisible Transfer: An Unexpected Finding in the Pursuit of Transfer
    Business and Professional Communication Quarterly
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  1. Ford et al. (2015)
    Quad Charts in the Classroom to Reinforce Technical Communication Fundamentals
    Journal of Technical Writing and Communication
  2. Watts et al. (2012)
    Pairing Courses Across the Disciplines: Effects on Writing Performance
    Written Communication
  3. Brent (2011)
    Transfer, Transformation, and Rhetorical Knowledge: Insights From Transfer Theory
    Journal of Business and Technical Communication
  4. Lee (2011)
    Using the Dialogic Communication Model to Teach Students to Write a Report Intr…
    IEEE Transactions on Professional Communication
  5. Artemeva et al. (2010)
    Awareness Versus Production: Probing Students’ Antecedent Genre Knowledge
    Journal of Business and Technical Communication
  6. Craig et al. (2008)
    Innovation Across the Curriculum: Three Case Studies in Teaching Science and En…
    IEEE Transactions on Professional Communication
  7. Artemeva (2008)
    Toward a Unified Social Theory of Genre Learning
    Journal of Business and Technical Communication
  8. Artemeva (2005)
    A Time to Speak, a Time to Act: A Rhetorical Genre Analysis of a Novice Enginee…
    Journal of Business and Technical Communication
  9. Luzon (2005)
    Genre Analysis in Technical Communication
    IEEE Transactions on Professional Communication
  10. Ford (2004)
    Knowledge Transfer Across Disciplines: Tracking RhetoricalStrategies From a Tec…
    IEEE Transactions on Professional Communication

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CrossRef global citation count: 51 View in citation network → Build reading path →

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