From page to stage: How theories of genre and situated learning help introduce engineering students to discipline-specific communication

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TítuloFrom page to stage: How theories of genre and situated learning help introduce engineering students to discipline-specific communication
Tipo de publicaciónJournal Article
Year of Publication1999
AutoresArtemeva, Natasha, Susan Logie, and Jennie St-Martin
JournalTechnical Communication Quarterly
Volumen8
Pagination301-316
URLhttp://www.tandfonline.com/doi/abs/10.1080/10572259909364670
DOI10.1080/10572259909364670