01627nas a2200181   4500008004100000245012200041210006900163300001000232490000600242520099300248653002201241653001701263653002101280653002801301653002201329100002201351856007201373       2014                        eng d00aExplicitly Teaching Five Technical Genres to English First-Language Adults  in a Multi-Major Technical Writing Course0 aExplicitly Teaching Five Technical Genres to English FirstLangua  a29-590 v63 a<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>
10aexplicit teaching10agenre theory10aquasi-experiment10atechnical communication10atechnical writing1 aBoettger, Ryan, K  uhttp://www.jowr.org/articles/vol6_1/JoWR_2014_vol6_nr1_Boettger.pdf01582nas a2200217   4500008004100000245013300041210006900174260000900243300001400252490000700266520080400273653002201077653001001099653002301109653001801132653002001150653002401170100001901194700001901213856013201232       2011                        eng d00aTracing Discursive Resources: How Students Use Prior Genre Knowledge to Negotiate New Writing Contexts in First-Year Composition0 aTracing Discursive Resources How Students Use Prior Genre Knowle  c2011  a312–3370 v283 aWhile longitudinal research within the field of writing studies has contributedto our understanding of postsecondary students’ 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.
10aexplicit teaching10agenre10aknowledge transfer10ametacognition10aprior knowledge10awriting instruction1 aReiff, Mary Jo1 aBawarshi, Anis  uhttps://genreacrossborders.org/biblio/tracing-discursive-resources-how-students-use-prior-genre-knowledge-negotiate-new-writing