#29223
Instructors in multi-major professional communication courses are asked to teach students a variety of workplace genres. However, teaching genres apart from their contexts may not result in transfer of knowledge from school to workplace settings. We propose teaching students to research genre use via activity theory as a way of encouraging transfer. We outline theory and research relevant to teaching genre and provide results from a study using activity theory to teach genre in two different professional communication courses.
Kain, Donna and Elizabeth Wardle. Technical Communication Quarterly (2005). Articles>Education>Business Communication>Genre
#26584
Change Agents or Followers: Analyzing Genres in the Business Writing Classroom 
Asking business students to perform a rhetorical analysis of generic conventions may help students gain the confidence to modify those conventions. Research shows that while generic conventions impose constraints, experienced writers also learn they have the agency to modify those conventions to meet the exigency of the rhetorical situation. The article reviews both traditional conceptions of the nature of genre as well as recent research, and describes an assignment which uses genre analysis as a means of teaching students the social nature of generic structures.
Amidon, Stevens R. Association for Business Communication (2004). Articles>Education>Genre>Business Communication
#26583
This paper explores the possibility that trained business communication professionals might perceive differentially the quality of the identical entrepreneurial presentations, depending on whether they are in audio or print form. By conducting a comparative analysis of heard and read versions of these speeches, we uncovered evidence which frames the following discourse. Results point to the variables which shape either (1) oral communication with an immediately- present audience, or (2) written transcripts with a distanced or imagined set of readers. This has aided us in identifying the funding for new ventures.
Sokuvitz, Sydel and Stephen Spinelli. Association for Business Communication (2004). Articles>Business Communication>Collaboration>Genre
#29754
Genre Patterns in Language-Based Communication Zones 
This article modifies and elaborates the language-based communication zones model. The authors distinguish between potential zones and activated zones, add MegaZone Two and MegaZone Three to the model, define language competency more completely and precisely, and identify three types of genre patterns (i.e., professional genre, commercial genre, and relational genre). Concentrating on the language patterns in the direct channels of language-based communication zones, they focus on determining the language competencies required to communicate directly in different communication situations and about different communication tasks. Professional, commercial, and relational genre patterns in Zone One, MegaZone Two, and MegaZone Three are identified and described. Research-based examples are included to illustrate the genre patterns.
Du-Babcock, Bertha and Richard D. Babcock. JBC (2007). Articles>Business Communication>Genre
#30161
The Nature, Classification, and Generic Structure of Proposals
A study of forty current business/technical/professional writing textbooks suggests that little disciplinary agreement exists about what proposals are and how they differ from some kinds of reports; how the various types of proposals should be classified; and what structural features characterize the genre. Though many texts blur the distinction between proposals and internal recommendation reports, the two are never the same. The textbooks present a bewildering array of classification systems, often failing to distinguish between situation and function. A function-based system could divide all proposals into two categories - analytic (research proposals, R&D proposals, and consulting proposals) and service/product, with bids representing a special case. The lack of disciplinary agreement also makes it difficult for textbook users to internalize a generic structure that will serve for all proposal-writing tasks. Such a structure would include the following: situation, objectives, methods, qualification, costs, and benefits. The major advantages of such a generic structure are its slots, which make it like a schema; its event sequence, which makes it like a script; and its ability to help writers and teachers understand the relationship among the macropropositions that exist explicitly or implicitly in all proposals.
Freed, Richard C. and David D. Roberts. Journal of Technical Writing and Communication (1989). Articles>Business Communication>Proposals>Genre
#32371
This handout will help you solve your memo-writing problems by discussing what a memo is, describing the parts of memos, and providing examples and explanations that will make your memos more effective.
Purdue University (2007). Articles>Business Communication>Correspondence>Genre
#33505
Time and Exigence in Temporal Genres
Genre use entails a rhetorical response to an exigence in the writer's context. In one category of genres, which the author calls temporal genres, linear time constitutes a major exigence to which writers must respond. Temporal genres, such as annual reports and status reports, call for writers to publish texts because a certain amount of time has passed, even if they are not yet ready to do so. The first annual report of the Privacy Office of the Department of Homeland Security reveals an ineffective ethos and discontinuities between the mission of the office and that of the department. But the second annual report reveals a more effective ethos and greater harmony between the missions. This study shows how the requirement to report can force writers to decide existential issues of identity and mission.
Markel, Mike. Journal of Business and Technical Communication (2009). Articles>Business Communication>Genre
