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ERIC Number: EJ596792
Record Type: Journal
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-1057-2252
From Page to Stage: How Theories of Genre and Situated Learning Help Introduce Engineering Students to Discipline-Specific Communication.
Artemeva, Natasha; Logie, Susan; St-Martin, Jennie
Technical Communication Quarterly, v8 n3 p301-16 Sum 1999
Describes a discipline-specific communication course for engineering students offered by a Canadian university. Suggests that a pedagogical approach based on North American theories of genre and theories of situated learning can be used to design communication courses tailored to the needs of any discipline under certain conditions. Lists three key conditions. (SC)
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A