Teaching Students in the Technical and Professional Communication Classroom Practices for Innovation Rhetoric

IF 1.8 2区文学 Q3 BUSINESS

Journal of Business and Technical Communication Pub Date : 2022-06-13 DOI:10.1177/10506519221105495

Craig Moreau

引用次数: 0

Abstract

Initiating and continuing rhetorical invention is an important practice for teams seeking to innovate. Workplace professionals demonstrate one potential model of rhetorical innovation by instantiating four rhetorical moves that make up a broader practice of difference-driven inquiry (DDI). But it remains unknown how DDI, as a model of innovative rhetoric, can be taught in the technical and professional communication classroom. Over the course of two studies, the author investigated a pedagogy attempting to teach practices for innovation rhetoric. The results show that the pedagogy can be effective but that more scaffolding is needed.

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技术与专业交际课堂教学学生创新修辞实践

发起和继续修辞发明是团队寻求创新的重要实践。职场专业人士通过列举四个修辞动作来展示一种潜在的修辞创新模式，这四个动作构成了差异驱动探究（DDI）的更广泛实践。但DDI作为一种创新修辞的典范，如何在技术和专业沟通课堂上教授，目前还不得而知。在两项研究的过程中，作者调查了一种试图教授创新修辞实践的教育学。结果表明，这种教学法是有效的，但还需要更多的支架。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Business and Technical Communication Multiple-

CiteScore

5.10

自引率

18.20%

发文量

期刊介绍： JBTC is a refereed journal that provides a forum for discussion of communication practices, problems, and trends in business, professional, scientific, and governmental fields. As such, JBTC offers opportunities for bridging dichotomies that have traditionally existed in professional communication journals between business and technical communication and between industrial and academic audiences. Because JBTC is designed to disseminate knowledge that can lead to improved communication practices in both academe and industry, the journal favors research that will inform professional communicators in both sectors. However, articles addressing one sector or the other will also be considered.