Abstracts

An abstract is a short statement -- generally fewer than 150 words -- of the contents of a report, paper or other document. Few scientists, engineers, or managers have the time to read every paper that comes their way; they depend on the abstract. A well-written abstract is the best of way of making sure your vitally-important report reaches the right people.

Smith, Michael. York University. Articles>Writing>Genre

Academic and Workplace Genres

Students will be asked to choose and research particular social situations, analyze texts produced in the contexts of these situations, and present the results of these explorations in written assignments and oral presentations. Students will be asked to go through drafting and peer review and revision processes while working on the course assignments. In-class time will be provided for peer review sessions.

Artemeva, Natasha. Carleton University (2003). Academic>Courses>Genre

Achieving Objectivity Through Genred Activity: A Case Study    

Finding itself at the center of highly publicized legal and political deliberations over fairness in testing, personnel credibility, and legal liability, the training department at a North American transit authority adopted a genre system that enabled the production of objective evidence of job competence, which was then used to make objective decisions about who passed and failed various training programs. The ongoing genre-structured activity of the department involved not only the regularization of organizational texts but also the regularization of social interaction mediated by those texts, which, while producing the types of interpretively stable documents required for successful public deliberation, led to a shift in authority and social relations within the department that instigated considerable resentment and loss of morale among many veteran instructors.

Little, Joseph. Journal of Technical Writing and Communication (2007). Articles>Writing>Instructional Design>Genre

Building Context: Using Activity Theory to Teach About Genre in Multi-Major Professional Communication Courses    

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

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

The Cultural Context of Web Genres: Content vs. Style  

The question we raise here is whether what is culturally established for a given genre in the brick and mortar world applies equally on the World Wide Web. Can we effectively use the styles of one genre to design the site of another genre? Are we wedded to the culturally established attributes of the real world when designing for the Web? We compared users' performance and preference for shopping-vs.-news-styled sites. We found that on the whole users liked the 'shopping' layout better than the news layout, even when viewing news content. This was especially surprising in light of the fact that our users had so much more experience with news sites over shopping sites. This perhaps shows how popluar the shopping style is in our culture. People chose News as Shopping as their favorite site, even though it was difficult to use. People who preferred News as Shopping did better on both News as Shopping and News as News that those who preferred News as News.

Badre, Albert and Sharon Laskowski. Georgia Institute of Technology (2001). Design>Web Design>Genre

Do Users Use a User Guide?  

Technical writers make distinctions between the types of documents they create: user guides, reference manuals, tutorials. But do users really understand these document types? How do users look for different kinds of information--and how do we, as technical writers, make it clear to them what types of information are available? This paper presents results of usability evaluations of documentation for electronic design automation software, showing how a writing team tried to improve the categorization and presentation of document types.

Heninger, Barbara L. and Michael J. Miller. STC Proceedings (2004). Articles>Documentation>User Centered Design>Genre

Forming Perceptions of Entrepreneurial Discourse: The Effectiveness of Oral or Transcribed Communication  

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

Genre as Social Action    

Although rhetorical criticism has recently provided a profusion of claims that certain discourses constitute a distinctive class, or genre, rhetorical theory has not provided firm guidance on what constitutes a genre.

Miller, Carolyn R. North Carolina State University (1984). Articles>Rhetoric>Genre>Theory

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

An Interactive Genre Within the University Textbook: The Preface    

This article examines the communicative categories and linguistic features of university textbook prefaces. The textbook preface is a highly interactive genre, with a double purpose: informative and promotional. The analysis of the genre moves and of their realization reveals that the preface is used by the author both to help the audience use the book and to convince them of the value of the book. This twofold purpose accounts for the most relevant features of prefaces: the frequent use of textual metadiscourse and the pervasive presence of evaluation. The criteria used in the preface to evaluate the textbook are related to the audience s expectations about introductory textbooks: novelty, usefulness, accessibility, comprehensiveness, importance, and interest.

Luzón, María José. Journal of Technical Writing and Communication (1999). Articles>TC>Publishing>Genre

Letters and the Social Grounding of Differentiated Genres  

Several times in my research over the years, I have noticed letters playing a role in the emergence of distinctive genres: the early scientific article emerging from the correspondence of Hans Oldenburg, the first editor of the Philosophic Transactions of the Royal Society; the patent, originally known as letters patent; stockholders' reports evolving from letters to stockholders; and internal corporate reporting and record forms regularizing internal corporate correspondence. was not the first to notice any of these; however, in putting the four cases together, it struck me that these may be part of a more general pattern. As I pursued the thought that letters might have a special role in genre formation, many other examples of genres with strong connections to correspondence came to my attention, including newspapers and other periodicals, financial instruments such as bills of exchange and letters of credit, books of the New Testament, papal encyclicals, and novels. The letter, in its directness of communication between two parties within a specific relationship in specific circumstances (all of which could be commented on directly), seemed to provide a flexible medium out of which many functions, relationships, and institutional practices might develop--making new uses socially intelligible at the same time as allowing the form of the communication to develop in new directions.

Bazerman, Charles. UCSB. Articles>Rhetoric>Correspondence>Genre

Mode, Medium, and Genre: A Case Study of Decisions in New-Media Design    

Recently, scholars of new media have been exploring the relationships between genre theory and new media. While these scholars have provided a great deal of insight into the nature of e-genres and how they function in professional contexts, few address the relationship between genre and new-media theories from a designer's perspective. This article presents the results of an ethnographic-style case study exploring the practice of a professional new-media designer. These results (a) confirm the role of dynamic rhetorical situations and hybridity during the new-media design process; (b) suggest that current genre and new-media theories underestimate the complexity of the relationships between mode, medium, genre, and rhetorical exigencies; and (c) indicate that a previously unrecognized form of hybridity exists in contemporary e-genres.

Graham, S. Scott. Journal of Business and Technical Communication (2008). Articles>Multimedia>Genre>Theory

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

Orality and the Process of Writing    

The aim of this article is to show that a better awareness of the relationship between written and spoken communication can help the writer to improve his/her effectiveness. The focus will be on written texts that precede (formal and informal) discussions. The analysis will start with a description of the differences between orality and literacy. We shall deal with the functions of orality-based texts for the readers. Then we shall move to the writing process and explain how orality can find a place in this process, how it can be linked to creativity, and how it affects the way we plan the writing process. An oral way of writing is related to an important feature of speaking, namely fluency; but it also means a specific receiver orientation, dynamic rather than static and social rather than individual. Computer mediated communication could influence a more oral approach to written texts.

Van Woerkum, C.M.J. Journal of Technical Writing and Communication (2007). Articles>Rhetoric>Genre

Rethinking Genre in School and Society: An Activity Theory Analysis  

This article attempts to expand and elaborate theories of social "context" and formal schooling, to understand the stakes involved in writing. It first sketches ways Russian activity theory in the tradition of A. N. Leont'ev may expand Bakhtinian dialogism, then elaborates the theory in terms of North American genre research, with examples drawn from research on writing in the disciplines in higher education. By tracing the relations of disciplinary genre systems to educational genre systems, through the boundary of the classroom genre system, the analyst/reformer can construct a model of the interactions of classroom practices with wider social practices. Activity theory analysis of genre systems may offer a theoretical bridge between the sociology of education and Vygotskian social psychology of classroom interaction, and contribute toward resolving the knotty problem of the relation of macro- and microstructure in literacy research based on various social theories of "context."

Russell, David R. Written Communication (1997). Articles>Education>Genre>Activity Theory

Some Common Formats for Organizing Technical Writing

A list of ten common formats for technical writing.

Smith, Michael. York University (2003). Articles>Writing>Genre

Task Support, Reference, Instruction, or Collaboration? Factors in Determining Electronic Learning and Support Options    

Describes the theory of situated learning, which underlies the selection of a form for supporting performance. Suggests how to apply this concept to the selection of forms.

Gery, Gloria J. Technical Communication Online (2002). Articles>Education>Genre

Toward a Unified Social Theory of Genre Learning    

This article discusses the development of a unified social theory of genre learning 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.

Artemeva, Natasha. Journal of Business and Technical Communication (2008). Articles>Rhetoric>Engineering>Genre

The Use of Playing Cards to Communicate Technical and Scientific Information    

This article analyzes several decks of playing cards designed to communicate technical or scientific information ranging from military topics to the domestic arts to medical subjects. It places each deck in its historical context, describes the appearance and organization of the cards, and speculates about intended audience and purpose, drawing upon relevant secondary literature. It then extrapolates the conventions of this unusual genre. Finally, it argues that technical communicators can profit from this study because it raises questions and offers insights about such important topics as audience adaptation, organizational patterns, and ethical practices. Ultimately, this study may encourage reflection about these and other issues and perhaps lead to discovery and innovation.

Malone, Edward A. Technical Communication Online (2008). Articles>Scientific Communication>TC>Genre

Workplace Genres as Outcomes of Affiliated Professions' Interests and Practices  

Often the first of many documents written about patients, the Emergency Medical Service's run report genre is a preprinted form on which prehospital care providers record the events of an emergency. These forms are important analytically since they represent the evolutionary outcome of the practices and interests of the multiple professions engaged in caring for critically ill or injured patients. Relative positions of power, authority, status, and autonomy among a set of affiliated professions can be examined by studying the historical evolution of a shared workplace genre such as the run report.

Munger, Roger H. STC Proceedings (1999). Articles>Writing>Genre>Biomedical