@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}
}
