From page to stage: How theories of genre and situated learning help introduce engineering students to discipline-specific communication

Technical Communication Quarterly

Volumn 8, Issue 3, 1999, Pages 301-316

  Artemeva, Natasha ^a   Logie, Susan ^a   St Martin, Jennie ^a  

^a CARLETON UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85071216521     PISSN: 10572252     EISSN: 15427625     Source Type: Journal    
DOI: 10.1080/10572259909364670     Document Type: Article

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