Toward a Unified Social Theory of Genre Learning

Natasha Artemeva Carleton University

Abstract

This article discusses the development of a unified social theory of genre learning based on the integration of rhetorical genre studies, activity theory, and the situated learning perspective. The article proposes that these three theoretical perspectives are compatible and complementary, and it illustrates applications of a unified framework to a study of genre learning by novice engineers. The author draws examples from a longitudinal qualitative study of a group of novice engineers who developed their professional genre knowledge through both academic and workplace experiences. These examples illustrate the effectiveness of the proposed framework for the study of professional genre learning.

Journal
Journal of Business and Technical Communication
Published
2008-04-01
DOI
10.1177/1050651907311925
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Cited by in this index (20)

  1. Technical Communication Quarterly
  2. Business and Professional Communication Quarterly
  3. Written Communication
  4. Journal of Technical Writing and Communication
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  1. Technical Communication Quarterly
  2. Written Communication
  3. Journal of Technical Writing and Communication
  4. Business and Professional Communication Quarterly
  5. Journal of Business and Technical Communication
  6. IEEE Transactions on Professional Communication
  7. Written Communication
  8. Written Communication
  9. Journal of Business and Technical Communication
  10. Journal of Business and Technical Communication
  11. Journal of Business and Technical Communication
  12. Journal of Business and Technical Communication
  13. Journal of Business and Technical Communication
  14. Journal of Business and Technical Communication
  15. Journal of Business and Technical Communication

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