Supporting Technical Professionals' Metacognitive Development in Technical Communication through Contrasting Rhetorical Problem Solving

被引：2
|
作者：
Karatsolis, Andreas [1 ]
Ishizaki, Suguru [2 ]
Lovett, Marsha [2 ]
Rohrbach, Stacie [3 ]
Kaufer, Mollie [4 ]
机构：
[1] MIT, Writing Rhetor & Profess Commun WRAP, Cambridge, MA 02139 USA
[2] Carnegie Mellon Univ, Pittsburgh, PA 15213 USA
[3] Carnegie Mellon Univ, Sch Design, Pittsburgh, PA 15213 USA
[4] Univ Maryland, Grad Studies Interpreting & Translat Program GSIT, College Pk, MD 20742 USA
来源：
TECHNICAL COMMUNICATION QUARTERLY | 2016年 / 25卷 / 04期
关键词：
Computer-based learning; genre; metacognition; rhetorical awareness; workplace studies;
D O I：
10.1080/10572252.2016.1221141
中图分类号：
G2 [信息与知识传播];
学科分类号：
05 ; 0503 ;
摘要：
This article presents an experimental pedagogical framework for providing technical professionals with practice on writing skills focusing on the development of their metacognitive rhetorical awareness. The article outlines the theoretical foundation that led to the development of the framework, followed by a report of a pilot study involving information technology professionals in a global setting using an online learning environment that was designed based on the framework.
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页码：244 / 259
页数：16
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