Awareness Versus Production: Probing Students' Antecedent Genre Knowledge

Discourse and Writing/Rédactologie

卷:24

关键词: antecedent genre;    diagnostic assessment;    disciplinary genre;    engineering communication;    genre awareness;    genre competence;    new rhetoric genre theory;    prior genre knowledge;    rhetorical genre studies;    targeted instruction;   

DOI  :  doi.org/10.31468/cjsdwr.19

来源: DOAJ

【 摘 要 】

This article explores the role of students' prior, or antecedent, genre knowledge 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 student 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 student 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.

【 授权许可】

Unknown