|
Sign In to gain access to subscriptions and/or personal tools.
|
Learning to Write Professionally
"Situated Learning" and the Transition from University to Professional Discourse
AVIVA FREEDMAN
Carleton University
CHRISTINE ADAM
Carleton University
Drawing primarily on theories of situated learning, this study compares novices learning written genres in two different institutional settings within similar disciplines: university students in public administration courses and graduate student interns placed in government agencies. Observational and textual analyses of novices learning to write the genres necessary for these settings point to differences in writing goals, guide-learner roles, text evaluations, and learning sites. The results show that when students move from the university to the workplace, they not only have to learn new genres but they need to learn new ways to learn these new genres.
Journal of Business and Technical Communication, Vol. 10, No. 4,
395-427 (1996)
DOI: 10.1177/1050651996010004001
 CiteULike  Complore  Connotea  Del.icio.us  Digg  Reddit  Technorati  Twitter What's this?
This article has been cited by other articles:
|
|
|
|
 
D. A. Sapp and Q. Zhang
Trends in Industry Supervisors' Feedback On Business Communication Internships
Business Communication Quarterly,
September 1, 2009;
72(3):
274 - 288.
[Abstract]
[PDF]
|
|
|
|
|
|
|
N. Artemeva
Toward a Unified Social Theory of Genre Learning
Journal of Business and Technical Communication,
April 1, 2008;
22(2):
160 - 185.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. Angouri and N. Harwood
This Is Too Formal for Us...: A Case Study of Variation in the Written Products of a Multinational Consortium
Journal of Business and Technical Communication,
January 1, 2008;
22(1):
38 - 64.
[Abstract]
[PDF]
|
|
|
|
|
|
|
M. Carter, M. Ferzli, and E. N. Wiebe
Writing to Learn by Learning to Write in the Disciplines
Journal of Business and Technical Communication,
July 1, 2007;
21(3):
278 - 302.
[Abstract]
[PDF]
|
|
|
|
|
|
|
L. L. Myers and R. S. Larson
Preparing Students for Early Work Conflicts
Business Communication Quarterly,
September 1, 2005;
68(3):
306 - 317.
[Abstract]
[PDF]
|
|
|
|
|
|
|
L. B. Jabs
Communicative Rules and Organizational Decision Making
Journal of Business Communication,
July 1, 2005;
42(3):
265 - 288.
[Abstract]
[PDF]
|
|
|
|
|
|
|
C. Abbott and P. Eubanks
How Academics and Practitioners Evaluate Technical Texts: A Focus Group Study
Journal of Business and Technical Communication,
April 1, 2005;
19(2):
171 - 218.
[Abstract]
[PDF]
|
|
|
|
|
|
|
B. Schneider and J.-A. Andre
University Preparation for Workplace Writing: An Exploratory Study of the Perceptions of Students in Three Disciplines
Journal of Business Communication,
April 1, 2005;
42(2):
195 - 218.
[Abstract]
[PDF]
|
|
|
|
|
|
|
L. Rehling
Teaching in a High-Tech Conference Room:: Academic Adaptations and Workplace Simulations
Journal of Business and Technical Communication,
January 1, 2005;
19(1):
98 - 113.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. Fox
Test decisions over time: tracking validity
Language Testing,
October 1, 2004;
21(4):
437 - 465.
[Abstract]
[PDF]
|
|
|
|
|
|
|
K. Walker
Activity Systems and Conflict Resolution in an Online Professional Communication Course
Business Communication Quarterly,
June 1, 2004;
67(2):
182 - 197.
[Abstract]
[PDF]
|
|
|
|
|
|
|
D. P. Dannels
Teaching and Learning Design Presentations in Engineering: Contradictions between Academic and Workplace Activity Systems
Journal of Business and Technical Communication,
April 1, 2003;
17(2):
139 - 169.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. Forman and J. Rymer
Defining the Genre of the "Case Write-Up"
Journal of Business Communication,
April 1, 1999;
36(2):
103 - 133.
[Abstract]
[PDF]
|
|
|
|
|
|
|
S. M. Katz
A Newcomer Gains Power: An Analysis of the Role of Rhetorical Expertise
Journal of Business Communication,
October 1, 1998;
35(4):
419 - 442.
[Abstract]
[PDF]
|
|
|
|
|
|
|
R. J. Sutcliffe
Canada
Business Communication Quarterly,
January 1, 1998;
61(3):
110 - 119.
[PDF]
|
|
|
|
|
