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.

Additional Metadata
Persistent URL dx.doi.org/10.1080/10572259909364670
Journal Technical Communication Quarterly
Citation
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