@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}
}
