Abstract

The implementation of genre theory in the business communication classroom could lead to the cultivation of critical thinking skills in students. The lack of a common definition of critical thinking skills across academia and the workplace creates a difficult end goal to pursue; therefore, teachers should consider explicitly teaching to the outcome, or telos , of critical thinking through genre. This article examines a small corner of genre theory, identifies a genre theory framework for business communication, and discusses the implications of such a framework.

Journal
Business and Professional Communication Quarterly
Published
2017-12-01
DOI
10.1177/2329490617691967
CompPile
Search in CompPile ↗
Topics

Citation Context

Cited by in this index (2)

  1. Business and Professional Communication Quarterly
  2. Business and Professional Communication Quarterly

Cites in this index (6)

  1. Business and Professional Communication Quarterly
  2. Business and Professional Communication Quarterly
  3. Business and Professional Communication Quarterly
  4. Business and Professional Communication Quarterly
  5. Business and Professional Communication Quarterly
Show all 6 →
  1. Journal of Business and Technical Communication
Also cites 17 works outside this index ↓
  1. 10.1108/02621711011046521
  2. 10.1111/teth.12318
  3. 10.1017/S1049096511002137
  4. 10.1177/1080569912442981
  5. 10.1080/08832323.2011.627891
  6. 10.1017/CBO9780511489709.006
  7. 10.1007/978-94-007-6940-3
  8. 10.1007/s10551-014-2084-0
  9. 10.1177/002194368502200102
  10. 10.1177/2329490614534853
  11. 10.1080/00335638409383686
  12. 10.14393/LL63-v31n3a2015-5
  13. 10.1002/j.2168-9830.2008.tb00995.x
  14. 10.1177/1080569912451117
  15. 10.1177/1080569911426475
  16. 10.1017/CBO9781139524827
  17. 10.1177/108056990306600205
CrossRef global citation count: 9 View in citation network →