@article {1349,
	title = {Explicitly Teaching Five Technical Genres to English First-Language Adults  in a Multi-Major Technical Writing Course},
	journal = {Journal of Writing Research},
	volume = {6},
	year = {2014},
	pages = {29-59},
	abstract = {<p>In this paper, I report the effects of explicitly teaching five technical genres to English first-language students enrolled in a multi-major technical writing course. Previous experimental research has demonstrated the efficacy of explicitly teaching academic writing to English first-language adults, but no comparable study on technical writing exists. I used a mixed-method approach to examine these effects, including a control-group quasi-experimental design and a qualitative analysis to more fully describe the 534 texts produced by 316 student writers. Results indicated the genre participants constructed texts demonstrating a significantly greater awareness to audience, purpose, structure, design, style, and editing than participants taught through more traditional approaches. Within the technical genres, participants demonstrated greater awareness to audience, purpose, and editing in the job materials text type than with correspondence or procedures text types.</p>
},
	keywords = {explicit teaching, genre theory, quasi-experiment, technical communication, technical writing},
	doi = {http://dx.doi.org/10.17239/jowr-2014.06.01.2 },
	url = {http://www.jowr.org/articles/vol6_1/JoWR_2014_vol6_nr1_Boettger.pdf},
	author = {Ryan K Boettger}
}
@article {914,
	title = {Tracing Discursive Resources: How Students Use Prior Genre Knowledge to Negotiate New Writing Contexts in First-Year Composition},
	journal = {Written Communication},
	volume = {28},
	year = {2011},
	note = {+ pdf},
	month = {2011},
	pages = {312{\textendash}337},
	abstract = {While longitudinal research within the field of writing studies has contributedto our understanding of postsecondary students{\textquoteright} writing development, there
has been less attention given to the discursive resources students bring with
them into writing classrooms and how they make use of these resources
in first-year composition courses. This article reports findings from a crossinstitutional
research study that examines how students access and make
use of prior genre knowledge when they encounter new writing tasks in
first-year composition courses. Findings reveal a range of ways student make
use of prior genre knowledge, with some students breaking down their genre
knowledge into useful strategies and repurposing it, and with others maintaining
known genres regardless of task.
},
	keywords = {explicit teaching, genre, knowledge transfer, metacognition, prior knowledge, writing instruction},
	author = {Reiff, Mary Jo and Bawarshi, Anis}
}
