Journal of Technical Writing and Communication Apr 2015

How Professional Writing Pedagogy and University–Workplace Partnerships Can Shape the Mentoring of Workplace Writing

Liberty Kohn Winona State University

Abstract

This article analyzes literature on university–workplace partnerships and professional writing pedagogy to suggest best practices for workplace mentors to mentor new employees and their writing. The article suggests that new employees often experience cultural confusion due to (a) the transfer of education-based writing strategies and (b) the employees' lack of cultural knowledge of the new workplace. The article then outlines implied mentoring strategies based upon this transfer and lack of cultural knowledge. The article also analyzes the literature on discourse community theory, activity theory, service learning, and internships, each of which also imply potential mentoring practices. These comprehensive best practices are also contextualized through social cognitive, community–cultural, and motivational–attitudinal components that writing mentors should consider when mentoring writing in the workplace.

Journal
Journal of Technical Writing and Communication
Published
2015-04-01
DOI
10.1177/0047281615569484
Open Access
Closed
Topics
writing pedagogy service learning genre theory discourse analysis professional writing

Citation Context

Cited by in this index (5)

  1. McCaughey (2026)
    Model as Missed Opportunity for Writing Transfer During Career Change
    Written Communication
  2. Berger et al. (2023)
    Peer-Led Professional Development: How One Technical Communication Team Learns …
    Journal of Business and Technical Communication
  3. Pickering (2018)
    Navigating Discourses of Power Through Relationships
    Journal of Technical Writing and Communication
  4. Kramer-Simpson (2018)
    Feedback From Internship Mentors in Technical Communication Internships
    Journal of Technical Writing and Communication
  5. Kramer-Simpson (2018)
    Moving From Student to Professional: Industry Mentors and Academic Internship C…
    Journal of Technical Writing and Communication

Cites in this index (12)

  1. Quick (2012)
    From the Workplace to Academia: Nontraditional Students and the Relevance of Wo…
    Technical Communication Quarterly
  2. Bourelle (2012)
    Bridging the Gap between the Technical Communication Classroom and the Internsh…
    Journal of Technical Writing and Communication
  3. Cárdenas (2012)
    Challenges and Rewards of Teaching Intercultural Communication in a Technical W…
    Journal of Technical Writing and Communication
  4. Reiff et al. (2011)
    Tracing Discursive Resources: How Students Use Prior Genre Knowledge to Negotia…
    Written Communication
  5. Stowers et al. (2010)
    The Coaching and Mentoring Process: The Obvious Knowledge and Skill Set for Org…
    Journal of Technical Writing and Communication
Show all 12 →
  1. Kain et al. (2005)
    Building Context: Using Activity Theory to Teach About Genre in Multi-Major Pro…
    Technical Communication Quarterly
  2. Blakeslee (2001)
    Bridging the Workplace and the Academy: Teaching Professional Genres through Cl…
    Technical Communication Quarterly
  3. RUSSELL (1997)
    Rethinking Genre in School and Society
    Written Communication
  4. WICKLIFF (1997)
    Assessing the Value of Client-Based Group Projects in an Introductory Technical…
    Journal of Business and Technical Communication
  5. Spinuzzi (1996)
    Pseudotransactionality, Activity Theory, and Professional Writing Instruction
    Technical Communication Quarterly
  6. Sauer (1994)
    The dynamics of disaster: A three‐dimensional view of documentation in a tightl…
    Technical Communication Quarterly
  7. Sternglass (1980)
    Sentence-Combining and the Reading of Sentences
    College Composition and Communication
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CrossRef global citation count: 10 View in citation network →

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