Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information

Sign In to gain access to subscriptions and/or personal tools.
Journal of Business and Technical Communication
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in Web of Science
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Web of Science (1)
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Artemeva, N.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Toward a Unified Social Theory of Genre Learning

Natasha Artemeva

Carleton University, Ottawa, Canada, natasha_artemeva{at}carleton.ca

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.

Key Words: activity theory • case studies • engineering communication • rhetorical genre theory • situated learning

Journal of Business and Technical Communication, Vol. 22, No. 2, 160-185 (2008)
DOI: 10.1177/1050651907311925
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Journal of Business and Technical CommunicationHome page
D. P. Dannels
Features of Success in Engineering Design Presentations: A Call for Relational Genre Knowledge
Journal of Business and Technical Communication, October 1, 2009; 23(4): 399 - 427.
[Abstract] [PDF]

Home page
 Journal of Business and Technical CommunicationHome page
L. Sherlock
Genre, Activity, and Collaborative Work and Play in World of Warcraft: Places and Problems of Open Systems in Online Gaming
Journal of Business and Technical Communication, July 1, 2009; 23(3): 263 - 293.
[Abstract] [PDF]