01270nas a2200181 4500008004100000245005300041210005300094260000900147300001400156490000700170520071800177653002000895653003000915653001000945653002200955100002200977856008900999 2008 eng d00aToward a Unified Social Theory of Genre Learning0 aToward a Unified Social Theory of Genre Learning c2008 a160–1850 v223 aThis 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. 10aactivity theory10aengineering communication10agenre10asituated learning1 aArtemeva, Natasha uhttps://genreacrossborders.org/pt/biblio/toward-unified-social-theory-genre-learning01770nas a2200229 4500008004100000245007800041210006900119260000900188300001400197490000700211520102200218653002101240653003001261653001001291653002101301653002601322653001301348653002501361100002201386700001501408856011701423 2010 eng d00aAwareness Versus Production: Probing Students' Antecedent Genre Knowledge0 aAwareness Versus Production Probing Students Antecedent Genre Kn c2010 a476–5150 v243 aThis article explores the role of students’ 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’ 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’ 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. 10aantecedent genre10aengineering communication10agenre10agenre competence10aprior genre knowledge10arhetoric10atargeted instruction1 aArtemeva, Natasha1 aFox, Janna uhttps://genreacrossborders.org/pt/biblio/awareness-versus-production-probing-students-antecedent-genre-knowledge00452nam a2200121 4500008004100000245004000041210004000081260003800121653001000159100002200169700002000191856011900211 2008 eng d00aRhetorical Genre Studies and Beyond0 aRhetorical Genre Studies and Beyond aWinnipeg, ManitobabInkshedc200810agenre1 aArtemeva, Natasha1 aFreedman, Aviva uhttp://http-server.carleton.ca/~nartemev/Artemeva%20&%20Freedman%20Rhetorical%20Genre%20Studies%20and%20beyond.pdf01550nam a2200133 4500008004100000020002200041245006400063210006200127260006800189520102400257100002201281700002001303856009301323 2016 eng d a978-1-49076-631-700a Genre Studies around the Globe: Beyond the Three Tradition0 aGenre Studies around the Globe Beyond the Three Tradition aEdmonton, AlbertabInkshed Publications and Trafford Publishing3 a
Genre Studies around the Globe: Beyond the Three Traditions exemplifies rich and vibrant international scholarship in the area of non-literary genre studies in the early 21st century. Based on the "Genre 2012" conference held in Ottawa, Canada, the volume brings under one cover the three Anglophone traditions (English for Specific Purposes, the Sydney School, Rhetorical Genre Studies) and the approaches to genre studies developed in other national, linguistic, and cultural contexts (Brazilian, Chilean, and European). The volume contributors investigate a variety of genres, ranging from written to spoken to multimodal, and discuss issues, central to the field of genre studies: genre conceptualization in different traditions, its theoretical underpinnings, the goals of genre research, and pedagogical implications of genre studies. This collection is addressed to researchers, teachers, and students of genre who wish to familiarize themselves with current international developments in genre studies.
1 aArtemeva, Natasha1 aFreedman, Aviva uhttp://bookstore.trafford.com/Products/SKU-001042582/Genre-Studies-around-the-Globe.aspx00456nas a2200109 4500008004100000245013100041210006900172300001200241490000600253100002200259856006500281 1998 eng d00aThe writing consultant as cultural interpreter: Bridging cultural perspectives on the genre of the periodic engineering report0 awriting consultant as cultural interpreter Bridging cultural per a285-2990 v71 aArtemeva, Natasha uhttp://www.tandfonline.com/doi/abs/10.1080/1057225980936463200420nas a2200109 4500008004100000245011100041210006900152300001200221490000700233100002200240856004800262 2005 eng d00aA Time to Speak, a Time to Act: A Rhetorical Genre Analysis of a Novice Engineerís Calculated Risk Taking0 aTime to Speak a Time to Act A Rhetorical Genre Analysis of a Nov a389-4210 v191 aArtemeva, Natasha uhttps://genreacrossborders.org/pt/node/144500346nas a2200109 4500008004100000245005300041210005300094300001200147490000700159100002200166856004800188 2008 eng d00aToward a Unified Social Theory of Genre Learning0 aToward a Unified Social Theory of Genre Learning a160-1850 v221 aArtemeva, Natasha uhttps://genreacrossborders.org/pt/node/144600416nas a2200121 4500008004100000245007900041210007000120300001200190490000700202100002200209700001500231856004800246 2010 eng d00aAwareness Versus Production: Probing Studentsí Antecedent Genre Knowledge0 aAwareness Versus Production Probing Studentsí Antecedent Genre K a476-5150 v241 aArtemeva, Natasha1 aFox, Janna uhttps://genreacrossborders.org/pt/node/144900467nas a2200121 4500008004100000245012600041210006900167300001200236490000700248100002200255700002000277856004800297 2001 eng d00a'Just the Boys Playing on Computers': An Activity Theory Analysis of Differences in the Cultures of Two Engineering Firms0 aJust the Boys Playing on Computers An Activity Theory Analysis o a164-1940 v151 aArtemeva, Natasha1 aFreedman, Aviva uhttps://genreacrossborders.org/pt/node/145000529nas a2200133 4500008004100000245014100041210006900182300001200251490000600263100002200269700001700291700002200308856006500330 1999 eng d00aFrom page to stage: How theories of genre and situated learning help introduce engineering students to discipline-specific communication0 aFrom page to stage How theories of genre and situated learning h a301-3160 v81 aArtemeva, Natasha1 aLogie, Susan1 aSt-Martin, Jennie uhttp://www.tandfonline.com/doi/abs/10.1080/10572259909364670