CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Business and technical writing pedagogy: Readers, arguments, context, and contingency
Tác giả
Dow D.W.
Năm xuất bản
2022
Source title
Writing and Pedagogy
Số trích dẫn
0
DOI
10.1558/wap.21616
Liên kết
Tóm tắt
Given the rise in business and technical writing (BTW) courses in writing programs and English departments, there is a need to develop not only a pedagogy for BTW but one that considers BTW’s institutional context. Context is a problematic focus for pedagogy, as we have seen in recent scholarship on student writing, theory of genre, and transferability of skills to other academic disciplines. That scholarship views the uncertain and unclear contexts of academic composition courses and their genres as preventing the full student understanding of genre that is needed for students to develop transferable writing skills. The continuation of that scholarship into BTW regards the instruction of BTW, as inside academia rather than within the workplace, as suffering from similar concerns with context. Rather than viewing BTW as downstream from or supplemental to composition instruction, this article argues that we should examine the genres of BTW as unique in their contingency to the writing process and yet just as able to pursue the goals of composition instruction and liberal arts education as first-year composition (FYC) courses. By focus-ing on the reader of BTW genres as determinant in the contingency of the writing situation, we see BTW as less problematic than FYC in its support of key composition goals such as the creation of original arguments and effective management of supporting materials. The awareness of readership and argumentation allows for a pedagogy supportive of contingent and part-time faculty as well as full-time composition faculty regardless of their respective professional experience. © 2022, EQUINOX PUBLISHING.
Từ khóa
AUDIENCE; BUSINESS WRITING; CONTEXT; CONTINGENCY; PEDAGOGY; PROFESSIONAL WRITING
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Nơi xuất bản
Equinox Publishing Ltd
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus