Toward a unified social theory of genre learning

Journal of Business and Technical Communication

Volumn 22, Issue 2, 2008, Pages 160-185

  Artemeva, Natasha ^a  

^a CARLETON UNIVERSITY   (Canada)

Author keywords

Activity theory; Case studies; Engineering communication; Rhetorical genre theory; Situated learning

Indexed keywords

EID: 40149090829     PISSN: 10506519     EISSN: 15524574     Source Type: Journal    
DOI: 10.1177/1050651907311925     Document Type: Article

References (109)

1. Artemeva, N. (2005). A time to speak, a time to act: A rhetorical genre analysis of a novice engineer's calculated risk taking. Journal of Business and Technical Communication, 19, 389 - 421.
2. Artemeva, N. (2006 a). Approaches to learning genre: A bibliographical essay. In N. Artemeva & A. Freedman (Eds.), Rhetorical genre studies and beyond (pp. 9 - 99). Winnipeg, Manitoba, Canada: Inkshed.
3. Artemeva, N. (2006 b). Becoming an engineering communicator: A study of novices' trajectories in learning genres of their profession. Unpublished doctoral dissertation, Carleton University, Ottawa, Ontario, Canada.
4. Artemeva, N. (2007). Becoming an engineering communicator: Novices learning engineering genres. In A. Bonini, D. de Carvalho Figueiredo, & F. J. Rauen (Eds.), Proceedings of the 4th International Symposium on Genre Studies (pp. 253-265). Tubaro, Brazil: University of Southern Santa Catarina. Retrieved September 30, 2007, from http://www.3.unisul.br/paginas/ensino/pos/linguagem/ cd/index.htm
5. Artemeva, N., & Freedman, A. (2001). " Just the boys playing on computers": An activity theory analysis of differences in the cultures of two engineering firms. Journal of Business and Technical Communication, 15, 164 - 194.
6. Artemeva, N., & Freedman, A. (Eds.). (2006). Rhetorical genre studies and beyond. Winnipeg, Manitoba, Canada: Inkshed.
7. Artemeva, N., Logie, S., & St. Martin, J. (1999). From page to stage: How theories of genre and situated learning help introduce engineering students to discipline-specific communication. Technical Communication Quarterly, 8, 301 - 316.
8. Bakhtin, M.M. (1981). Forms of time and of the chronotope in the novel: Notes towards a historical poetics. In M. Holquist (Ed.) & C. Emerson & M. Holquist (Trans.), The dialogic imagination: Four essays by M. M. Bakhtin (pp. 84 - 258). Austin: University of Texas Press.
9. Bakhtin, M.M. (1986). The problem of speech genres. In C. Emerson & M. Holquist (Eds.) & V. W. McGee (Trans.), Speech genres and other late essays (pp. 60 - 102). Austin: University of Texas Press.
10. Bawarshi, A. (2000). The genre function. College English, 62, 335 - 360.
11. Bawarshi, A. (2003). Genre and the invention of the writer: Reconsidering the place of invention in composition. Logan: Utah State University Press.
12. Bazerman, C. (1994). Systems of genres and the enactment of social intentions. In A. Freedman & P. Medway (Eds.), Genre and the new rhetoric (pp. 79 - 101). London: Taylor & Francis.
13. Bazerman, C., & Russell, D. R. (Eds.). (2003). Writing selves/writing societies: Research from activity perspectives. Fort Collins, CO: WAC Clearinghouse and Mind, Culture, and Activity. Retrieved July 15, 2007, from http://wac.colostate.edu/books/selves_societies/
14. Berger, P.L., & Luckmann, T. (1967). The social construction of reality: A treatise in the sociology of knowledge. Garden City, NY: Anchor Books.
15. Bourdieu, P. (1972). Outline of a theory of practice (R. Nice, Trans.). Cambridge, United Kingdom: Cambridge University Press.
16. Bracewell, R.J., & Witte, S.P. (2003). Tasks, ensembles, and activity: Linkage between text production and situation of use in the workplace. Written Communication, 20, 511 - 559.
17. Brown, J.S., Collins, A., & Dugiud, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32 - 42.
18. Campbell, K. K., & Jamieson, K. H. (Eds.). (1979). Form and genre in rhetorical criticism: An introduction. Form and genre: Shaping rhetorical action (pp. 9 - 32). Falls Church, VA: Speech Communication Association.
19. Charmaz, K. (2000). Grounded theory: Objectivist and constructivist methods. In N. K. Denzin & Y. S. Lincoln (Eds.). Handbook of qualitative research: Context and method (pp. 675 - 693). Thousand Oaks, CA: Sage.
20. Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.
21. Coe, R.M., & Freedman, A. (1998). Genre theory: Australian and North American approaches. In M. L. Kennedy (Ed.), Theorizing composition: A critical sourcebook of theory and scholarship in contemporary composition studies (pp. 136 - 147). Westport, CT: Greenwood Press.
22. Coe, R., Lingard, L., & Teslenko, T. (Eds.). (2002). The rhetoric and ideology of genre. Cresskill, NJ: Hampton Press.
23. Cole, M., & Engestrm, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1 - 45). Cambridge, United Kingdom: Cambridge University Press.
24. Cole, M., & Scribner, S. (1978). Introduction. In L. S. Vygotsky (Ed.), Mind in society: The development of higher psychological processes (pp. 1 - 16). Cambridge, MA: Harvard University Press.
25. Cole, M., & Wertsch, J.V. (1996). Beyond the individual-social antinomy in discussions of Piaget and Vygotsky. Human Development, 39, 250 - 256.
26. Davydov, V.V., & Radzikhovski, L.A. (1980). Teoria L. S. Vygotskogo i deiatel'nostnii podhod v psihologii [L. S. Vygotsky's theory and the activity-oriented approach in psychology]. Voprosy Psikhologii, 6, 48 - 59.
27. Davydov, V.D., & Zinchenko, V.P. (1989). Vygotsky's contribution to the development of psychology. Soviet Psychology, 27, 22 - 36.
28. Devitt, A.J. (1991). Intertextuality in tax accounting: Generic, referential, and functional. In C. Bazerman & J. Paradis (Eds.), Textual dynamics of the professions (pp. 336 - 357). Madison: University of Wisconsin Press.
29. Devitt, A.J. (2004). Writing genres. Carbondale: Southern Illinois University Press.
30. Dias, P., Freedman, A., Medway, P., & Par, A. (1999). Worlds apart: Acting and writing in academic and workplace contexts. Mahwah, NJ: Erlbaum.
31. Dias, P., & Par, A. (Eds.). (2000). Transitions: Writing in academic and workplace settings. Cresskill, NJ: Hampton.
32. Engestrm, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki, Finland: Orienta-Konsultit Oy.
33. Engestrm, Y. (1989). The cultural-historical theory of activity and the study of political repression. International Journal of Mental Health, 17, 29 - 41.
34. Engestrm, Y. (1991). Non scolae sed vitae discimos: Toward overcoming the encapsulation of school learning. Learning and Instruction, 1, 243 - 259.
35. Engestrm, Y. (1992). Interactive expertise: Studies in distributed working intelligence (Research Bulletin 83). Helsinki, Finland: University of Helsinki.
36. Engestrm, Y. (1996). Developmental studies of work as a testbench of activity theory: The case of primary care medical practice. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context. (pp. 64-103). Cambridge, United Kingdom: Cambridge University Press.
37. Engestrm, Y. (1999 a). Activity theory and individual and social transformation. In Y. Engestrm, R. Miettinen, & R.-L. Punamki (Eds.), Perspectives on activity theory (pp. 19 - 38). Cambridge, United Kingdom: Cambridge University Press.
38. Engestrm, Y. (1999 b). Learning by expanding: Ten years after [Introduction to the German edition In Lernen durch expansion] (F. Seeger, Trans.). Marburg, Germany: BdWi-Verlag. Retrieved July 15, 2007, from http://communication.ucsd.edu/MCA/Paper/Engestrom/expanding/intro.htm
39. Engestrm, Y., & Miettinen, R. (1999). Introduction. In Y. Engestrm, R. Miettinen, & R.-L. Punamki (Eds.), Perspectives on activity theory (pp. 1-16). Cambridge, United Kingdom: Cambridge University Press.
40. Freedman, A. (1994). " Do as I say": The relationship between teaching and learning new genres. In A. Freedman & P. Medway (Eds.), Genre and the new rhetoric (pp. 191 - 210). London: Taylor & Francis.
41. Freedman, A., & Adam, C. (1996). Learning to write professionally: "Situated learning" and the transition from university to professional discourse. Journal of Business and Technical Communication, 10, 395 - 427.
42. Freedman, A., & Adam, C. (2000 a). Bridging the gap: University-based writing that is more than simulation. In P. Dias & A. Par (Eds.), Transitions: Writing in academic and workplace settings (pp. 129 - 144). Cresskills, NJ: Hampton.
43. Freedman, A., & Adam, C. (2000 b). Write where you are: Situating learning to write in university and workplace settings. In P. Dias & A. Par (Eds.), Transitions: Writing in academic and workplace settings (pp. 31 - 60). Cresskills, NJ: Hampton.
44. Freedman, A., Adam, C., & Smart, G. (1994). Wearing suits to class: Simulating genres and simulations as genre. Written Communication, 11, 193 - 226.
45. Freedman, A., & Artemeva, N. (1998). Learning to teach writing to engineers. Technostyle, 14, 1 - 20.
46. Freedman, A., & Medway, P. (Eds.). (1994 a). Genre and the new rhetoric. London: Taylor & Francis.
47. Freedman, A., & Medway, P. (Eds.). (1994 b). Learning and teaching genre. Portsmouth, NH: Boynton/Cook.
48. Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.
49. Geisler, C. (2004). Analyzing streams of language: Twelve steps to the systematic coding of text, talk, and other verbal data. New York: Pearson / Longman.
50. Gillen, J. (2000). Versions of Vygotsky. British Journal of Educational Studies, 48, 183 - 198.
51. Gredler, M., & Shields, C. (2004). Does no one read Vygotsky's words? Commentary on Glassman. Educational Researcher, 33 (2). 21-25.
52. Hanks, W. (1991). Foreword. In J. Lave & E. Wenger (Eds.), Situated learning: Legitimate peripheral participation (pp. 11-21). Cambridge, United Kingdom: Cambridge University Press.
53. Johns, A., Bawarshi, A., Coe, R.M., Hyland, K., Paltridge, B., Reiff, M.J., & Tardy, C. (2006). Crossing boundaries of genre studies: Commentaries by experts. Journal of Second Language Writing, 15, 234 - 249.
54. Kozulin, A. (1990). Vygotsky's psychology: A biography of ideas. Cambridge, MA: Harvard University Press.
55. Lave, J. (1988). Cognition in practice. Cambridge, United Kingdom: Cambridge University Press.
56. Lave, J. (1991). Situating learning in communities of practice. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 63 - 82). Washington, DC: American Psychological Association.
57. Lave, J. (1996 a). The practice of learning. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 3 - 32). Cambridge, United Kingdom: Cambridge University Press.
58. Lave, J. (1996 b). Teaching, as learning, in practice. Mind, Culture, and Activity, 3, 149 - 164.
59. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, United Kingdom: Cambridge University Press.
60. Le Maistre, C., & Par, A. (2004). Learning in two communities: The challenges for universities and workplaces. Journal of Workplace Learning, 16, 44 - 52.
61. Leont'ev, A.N. (1981). The problem of activity in psychology. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 37 - 71). Armonk, NY: Sharpe.
62. Lundell, D.B., & Beach, R. (2003). Dissertation writers' negotiations with competing activity systems. In C. Bazerman & D. R. Russell (Eds.), Writing selves/writing societies: Research from activity perspectives. Fort Collins, CO: WAC Clearinghouse and Mind, Culture, and Activity. Retrieved June 25, 2007, from http://wac.colostate.edu/books/selves_societies/lundell_beach/ lundell_beach.pdf
63. Miles, M.B., & Huberman, A.M. (1994). An expanded sourcebook: Qualitative data analysis (2 nd ed.). Thousand Oaks, CA: Sage.
64. Miller, C. (1992). Kairos in the rhetoric of science. In S. P. Witte, N. Nakadate, & R. D. Cherry (Eds.), A rhetoric of doing: Essays on written discourse in honor of James L. Kinneavy (pp. 310 - 327). Carbondale: Southern Illinois University Press.
65. Miller, C. (1994). Genre as social action. In A. Freedman & P. Medway (Eds.), Genre and the new rhetoric (pp. 23 - 42). London: Taylor & Francis. (Original work published in 1984 )
66. Minnis, M., & John-Steiner, V.P. (n.d.). Are we ready for a single, integrated theory? [Review of the book Perspectives on Activity Theory]. Retrieved July 15, 2007, from http://lchc.ucsd.edu/MCA/Paper/00_01/AT_Vera.htm
67. Nardi, B.A. (1996). Studying context: A comparison of activity theory, situated action model, and distributed cognition. In B. A. Nardi (Ed.), Context and consciousness: Activity theory and human-computer interaction (pp. 69 - 102). Cambridge, MA: MIT Press.
68. Par, A., & Smart, G. (1994). Observing genres in action: Towards a research methodology. In A. Freedman and P. Medway (Eds.), Genre and the new rhetoric (pp. 146 - 155). London: Taylor & Francis.
69. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
70. Rogoff, B. (2003). The cultural nature of human development. Oxford, England: Oxford University Press.
71. Russell, D.R. (1997). Rethinking genre in school and society: An activity theory analysis. Written Communication, 14, 504 - 554.
72. Russell, D.R. (1998). The limits of the apprenticeship models in WAC/WID research. Paper presented at the 1998 Conference of College Composition and Communication. Retrieved on July 15, 2007, from http://www.public.iastate.edu/ ∼drrussel/russell4c98.html
73. Russell, D.R. (2002). The kind-ness of genre: An activity theory analysis of high school teachers' perception of genre in portfolio assessment across the curriculum. In R. Coe, L. Lingard, & T. Teslenko (Eds.), The rhetoric and ideology of genre (pp. 225 - 242). Cresskill, NJ: Hampton Press.
74. Russell, D. (2005, June). Texts in contexts: Theorizing learning by looking at literacies. Paper produced for ESRC TLRP Thematic Seminar Series: Contexts, Communities, Network: Mobilising learners' resources and relationships in different domains, Lancaster University, Lancaster, United Kingdom.
75. Russell, D.R., & Yaez, A. (2003). " Big picture people rarely become historians": Genre systems and the contradictions of general education. In C. Bazerman & D. R. Russell (Eds.), Writing selves/writing societies: Research from activity perspectives. Fort Collins, CO: WAC Clearinghouse and Mind, Culture, and Activity. Retrieved July 15, 2007, from http://wac.colostate.edu/books/selves_societies/russell/
76. Schryer, C. (1993). Records as genre. Written communication, 10, 200 - 234.
77. Schryer, C.F. (1994). The lab vs. the clinic: Sites of competing genres. In A. Freedman & P. Medway (Eds.), Genre and the new rhetoric (pp. 105 - 124). London: Taylor & Francis.
78. Schryer, C.F. (1995, May). Advocacy communication: A case study of ideology, power, and culture. Paper presented at the annual conference of the Canadian Association of Teachers of Technical Writing, Montreal, Quebec, Canada.
79. Schryer, C. (1999). Genre time/space: Chronotopic strategies in the experimental article. Journal of Advanced Composition, 19, 81 - 89.
80. Schryer, C.F. (2000). Walking a fine line: Writing negative letters in an insurance company. Journal of Business and Technical Communication, 14, 445 - 497.
81. Schryer, C.F. (2002). Genre and power: A chronotopic analysis. In R. Coe, L. Lingard, & T. Teslenko (Eds.), The rhetoric and ideology of genre (pp. 73 - 102). Cresskill, NJ: Hampton Press.
82. Schryer, C. (2005, April). Genres and professional identity formation: A behind-the scenes exploration of a research program. Paper presented at the Carleton University Speaker Series Seminar in Applied Language Studies, Ottawa, Ontario, Canada.
83. Schryer, C.F., & Spoel, P. (2005). Genre theory, health care discourse, and professional identity formation. Journal of Business and Technical Communication, 19, 249 - 278.
84. Smart, G., & Brown, N. (2002). Learning transfer or transforming learning? Student interns reinventing expert writing practices in the workplace. Technostyle, 18, 117 - 141.
85. Smart, G., & Brown, N. (2006). Developing a "discursive gaze": Participatory action research with student interns encountering genres in the activity of the workplace. In N. Artemeva & A. Freedman (Eds.), Rhetorical genre studies and beyond (pp. 241 - 282). Winnipeg, Manitoba, Canada: Inkshed.
86. Smith, M.K. (2003). Communities of practice. The encyclopedia of informal education. Retrieved May 21, 2003, from www.infed.org/biblio/ communities_of_practice.htm
87. Spafford, M.M., Schryer, C.F., Mian, M., & Lingard, L. (2006). Look who's talking: Teaching and learning using the genre of medical case presentations. Journal of Business and Technical Communication, 20, 121 - 158.
88. University of Helsinki, Finland, Center for Activity Theory and Developmental Work Research. (n.d.). Cultural-historical activity theory. Retrieved July 15, 2007, from http://www.edu.helsinki.fi/activity/pages/ chatanddwr/chat/
89. Van der Veer, R. & Valsiner, J. (1991). The Vygotsky reader. Oxford, United Kingdom: Blackwell.
90. Varpio, L. (2007, October). Working around electronic patient records: Experts' and novices' information management strategies. Paper presented at the Carleton University Speaker Series Seminar in Applied Language Studies, Carleton University, Ottawa, Canada.
91. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Cambridge, MA: Harvard University Press.
92. Vygotsky, L.S. (1987). The collected works of L. S. Vygotsky: Vol. 1. Problems of general psychology (including the volume Thinking and Speech) (In R. Rieber & A. Carton, Eds.). New York: Plenum Press.
93. Vygotsky, L.S. (1993). The collected works of L. S. Vygotsky: Vol. 2. The fundamentals of defectology (In R. Rieber & A. Carton, Eds.). New York: Plenum Press.
94. Vygotsky, L.S. (1997 a). The collected works of L. S. Vygotsky: Vol. 3. Problems of the theory and history of psychology (In R. Rieber & A. Carton, Eds.). New York: Plenum Press.
95. Vygotsky, L.S. (1997 b). The collected works of L. S. Vygotsky: Vol. 4. The history of the development of the higher mental functions (R. Rieber & A. Carton, Eds.). New York: Plenum Press.
96. Vygotsky, L.S. (1998). The collected works of L. S. Vygotsky: Vol. 5. Child psychology (In R. Rieber & A. Carton, Eds.). New York: Plenum Press.
97. Vygotsky, L.S. (1999). The collected works of L. S. Vygotsky: Vol. 6. Scientific legacy (In R. Rieber & A. Carton, Eds.). New York: Plenum Press.
98. Vygotsky, L. S. (Ed.). (2003). Umstvennoe razvities detey v processe obuchenia [Mental development of children during education]. Psikhologia razvitia rebenka [Psychological development of a child] (pp. 327 - 505). Moscow, Russia: EKSMO. (Original work published 1935 )
99. Wenger, E. (1998 a). Communities of practice: Learning, meaning, and identity. Cambridge, United Kingdom: Cambridge University Press.
100. Wenger, E. (1998 b). Communities of practice: Learning as a social system. Systems thinker. Retrieved July 15, 2007, from http://www.co-i-l.com/ coil/knowledge-garden/cop/lss.shtml
101. Wenger, E. (2005). Communities of practice: A brief introduction. Retrieved July 15, 2007, from http://www.ewenger.com/theory/index.htm
102. Wertsch, J. V. (Ed.). (1981). The concept of activity in Soviet psychology. Armonk, NY: Sharpe.
103. Wertsch, J.V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
104. Wertsch, J.V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
105. Winsor, D.A. (1996). Writing like an engineer: A rhetorical education. Mahwah, NJ: Erlbaum.
106. Winsor, D.A. (2001). Learning to do knowledge work in systems of distributed cognition. Journal of Business and Technical Communication, 15, 5 - 28.
107. Witte, S.P. (1992). Context, text, intertext: Toward a constructivist semiotics of writing. Written Communication, 9, 237 - 308.
108. Witte, S. (1999, May). Tools, technologies, artifacts of speedbumps. Paper presented at the Carleton University Speaker Series Seminar in Applied Language Studies, Carleton University, Ottawa, Ontario, Canada.
109. Yates, J., & Orlikowski, W. (2002). Genre systems: Chronos and kairos in communicative interaction. In R. Coe, L. Lingard, & T. Teslenko (Eds.), The rhetoric and ideology of genre (pp. 103 - 121). Cresskill, NJ: Hampton Press.