Journal of Technical Writing and Communication Jul 2021

Rethinking Graduate School Research Genres: Communicating With Industry, Writing to Learn

Julie Watts University of Wisconsin–Stout

Abstract

Technical and professional communication master’s students work with a faculty advisor to complete a three-credit independent research (IR) project, featuring original research. Stakeholders recommended the IR thesis be revised to better communicate IR to industry. Using a writing, activity theory, and genre theory lens, I analyzed what contradictions emerged between academic and workplace activity systems as stakeholders recommended genre revisions. I analyzed faculty and professional advisory board meeting transcripts, alumni and student surveys, and a Graduate School director and thesis examiner interview. Results indicated the thesis’ spectrum of functions, from its strengths encouraging students’ research proficiency to the limiting way it showcases IR as a product, not a process. Stakeholders suggested no thesis changes but recommended IR genre system modifications. As agents of change, students are uniquely positioned to use the IR genre system to address workplace communication problems and help mend our discipline’s academia-industry divide.

Journal
Journal of Technical Writing and Communication
Published
2021-07-01
DOI
10.1177/0047281620981568
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Topics
genre theory writing across the curriculum professional writing
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Cited by in this index (1)

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