Relational Genre Knowledge and the Online Design Critique: Relational Authenticity in Preprofessional Genre Learning

Deanna P. Dannels North Carolina State University

Abstract

This study explores the types of feedback and implicated relational systems in an online design critique using an inductive analysis of an online critique about a project focused on designing a new food pyramid. The results reveal eight types of feedback and three implied relational systems, all of which suggest relational archetypes that are disconnected from typical preprofessional activity systems. These results illustrate the potential for the online medium to be a space in which participants pursue idealized relational identities and interactions that are not necessarily authentic approximations of actual relational systems. Using these results as a foundation, the author discusses the potential relevance of the online medium to this setting and the implications of relational authenticity and genre knowledge on oral genre teaching and learning.

Journal
Journal of Business and Technical Communication
Published
2011-01-01
DOI
10.1177/1050651910380371
CompPile
Open Access
Closed
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Citation Context

Cited by in this index (4)

  1. Journal of Business and Technical Communication
  2. Research in the Teaching of English
  3. IEEE Transactions on Professional Communication
  4. Journal of Business and Technical Communication

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