This article describes a discipline-specific communication course for engineering students offered by a Canadian university. The pedagogy of this course is based on North American theories of genre and theories of situated learning. In keeping with these theories, the course provides a context in which students acquire rhetorical skills and strategies necessary to integrate into a discipline-specific discourse community. The authors argue that such a pedagogical approach can be used to design communication courses tailored to the needs of any discipline if the following three key conditions are met: assignments are connected to subject matter courses, a dialogic environment is provided, and the nature of assignments allows students to build on their learning experiences in the course.
Technical Communication Quarterly
School of Linguistics and Language Studies

Artemeva, N, Logie, S. (Susan), & St-Martin, J. (Jennie). (1999). From page to stage: How theories of genre and situated learning help introduce engineering students to discipline-specific communication. Technical Communication Quarterly, 8(3), 301–316. doi:10.1080/10572259909364670