@article {596,
	title = {Toward a Unified Social Theory of Genre Learning},
	journal = {Journal of Business \& Technical Communication},
	volume = {22},
	year = {2008},
	note = {+ pdf},
	month = {2008},
	pages = {160{\textendash}185},
	abstract = {This article discusses the development of a unified social theory of genrelearning 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.
},
	keywords = {activity theory, engineering communication, genre, situated learning},
	author = {Artemeva, Natasha}
}
@article {597,
	title = {Awareness Versus Production: Probing Students{\textquoteright} Antecedent Genre Knowledge},
	journal = {Journal of Business \& Technical Communication},
	volume = {24},
	year = {2010},
	month = {2010},
	pages = {476{\textendash}515},
	abstract = {This article explores the role of students{\textquoteright} prior, or antecedent, genreknowledge in relation to their developing disciplinary genre competence
by drawing on an illustrative example of an engineering genre-competence
assessment. The initial outcomes of this diagnostic assessment suggest that
students{\textquoteright} ability to successfully identify and characterize rhetorical and textual
features of a genre does not guarantee their successful writing performance
in the genre. Although previous active participation in genre
production (writing) seems to have a defining influence on students{\textquoteright} ability
to write in the genre, such participation appears to be a necessary but insufficient
precondition for genre-competence development. The authors discuss
the usefulness of probing student antecedent genre knowledge early in communication
courses as a potential source for macrolevel curriculum decisions
and microlevel pedagogical adjustments in course design, and they
propose directions for future research.
},
	keywords = {antecedent genre, engineering communication, genre, genre competence, prior genre knowledge, rhetoric, targeted instruction},
	author = {Artemeva, Natasha and Fox, Janna}
}
@book {600,
	title = {Rhetorical Genre Studies and Beyond},
	year = {2008},
	note = {+ pdf},
	month = {2008},
	publisher = {Inkshed},
	organization = {Inkshed},
	address = {Winnipeg, Manitoba},
	keywords = {genre},
	url = {http://http-server.carleton.ca/~nartemev/Artemeva\%20\&\%20Freedman\%20Rhetorical\%20Genre\%20Studies\%20and\%20beyond.pdf},
	author = {Artemeva, Natasha and Freedman, Aviva}
}
@book {1437,
	title = { Genre Studies around the Globe: Beyond the Three Tradition},
	year = {2016},
	publisher = {Inkshed Publications and Trafford Publishing},
	organization = {Inkshed Publications and Trafford Publishing},
	address = {Edmonton, Alberta},
	abstract = {<p>Genre Studies around the Globe: Beyond the Three Traditions exemplifies rich and vibrant international scholarship in the area of non-literary genre studies in the early 21st century. Based on the "Genre 2012" conference held in Ottawa, Canada, the volume brings under one cover the three Anglophone traditions (English for Specific Purposes, the Sydney School, Rhetorical Genre Studies) and the approaches to genre studies developed in other national, linguistic, and cultural contexts (Brazilian, Chilean, and European). The volume contributors investigate a variety of genres, ranging from written to spoken to multimodal, and discuss issues, central to the field of genre studies: genre conceptualization in different traditions, its theoretical underpinnings, the goals of genre research, and pedagogical implications of genre studies. This collection is addressed to researchers, teachers, and students of genre who wish to familiarize themselves with current international developments in genre studies.</p>
},
	isbn = {978-1-49076-631-7},
	url = {http://bookstore.trafford.com/Products/SKU-001042582/Genre-Studies-around-the-Globe.aspx},
	author = {Artemeva, Natasha and Freedman, Aviva}
}
@article {RN73,
	title = {The writing consultant as cultural interpreter: Bridging cultural perspectives on the genre of the periodic engineering report},
	journal = {Technical Communication Quarterly},
	volume = {7},
	number = {3},
	year = {1998},
	pages = {285-299},
	doi = {10.1080/10572259809364632},
	url = {http://www.tandfonline.com/doi/abs/10.1080/10572259809364632},
	author = {Artemeva, Natasha}
}
@article {RN168,
	title = {A Time to Speak, a Time to Act: A Rhetorical Genre Analysis of a Novice Engineer{\'\i}s Calculated Risk Taking},
	journal = {Journal of Business and Technical Communication},
	volume = {19},
	number = {4},
	year = {2005},
	pages = {389-421},
	author = {Artemeva, Natasha}
}
@article {RN159,
	title = {Toward a Unified Social Theory of Genre Learning},
	journal = {Journal of Business and Technical Communication},
	volume = {22},
	number = {2},
	year = {2008},
	pages = {160-185},
	author = {Artemeva, Natasha}
}
@article {RN160,
	title = {Awareness Versus Production: Probing Students{\'\i} Antecedent Genre Knowledge},
	journal = {Journal of Business and Technical Communication},
	volume = {24},
	number = {4},
	year = {2010},
	pages = {476-515},
	author = {Artemeva, Natasha and Fox, Janna}
}
@article {RN196,
	title = {{\textquoteright}Just the Boys Playing on Computers{\textquoteright}: An Activity Theory Analysis of Differences in the Cultures of Two Engineering Firms},
	journal = {Journal of Business and Technical Communication},
	volume = {15},
	number = {2},
	year = {2001},
	pages = {164-194},
	author = {Artemeva, Natasha and Freedman, Aviva}
}
@article {RN70,
	title = {From page to stage: How theories of genre and situated learning help introduce engineering students to discipline-specific communication},
	journal = {Technical Communication Quarterly},
	volume = {8},
	number = {3},
	year = {1999},
	pages = {301-316},
	doi = {10.1080/10572259909364670},
	url = {http://www.tandfonline.com/doi/abs/10.1080/10572259909364670},
	author = {Artemeva, Natasha and Logie, Susan and St-Martin, Jennie}
}
