Teaching Students in the Technical and Professional Communication Classroom Practices for Innovation Rhetoric

Journal of Business and Technical Communication Oct 2022

Teaching Students in the Technical and Professional Communication Classroom Practices for Innovation Rhetoric

Craig Moreau Columbia University

Abstract

Initiating and continuing rhetorical invention is an important practice for teams seeking to innovate. Workplace professionals demonstrate one potential model of rhetorical innovation by instantiating four rhetorical moves that make up a broader practice of difference-driven inquiry (DDI). But it remains unknown how DDI, as a model of innovative rhetoric, can be taught in the technical and professional communication classroom. Over the course of two studies, the author investigated a pedagogy attempting to teach practices for innovation rhetoric. The results show that the pedagogy can be effective but that more scaffolding is needed.

Journal: Journal of Business and Technical Communication
Published: 2022-10-01
DOI: 10.1177/10506519221105495
Open Access: Closed
Topics: multimodality professional writing

Citation Context

Cited by in this index (1)

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