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

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, fol...

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Published in:Technical communication quarterly 2016-10, Vol.25 (4), p.244-259
Main Authors: Karatsolis, Andreas, Ishizaki, Suguru, Lovett, Marsha, Rohrbach, Stacie, Kaufer, Mollie
Format: Article
Language:English
Subjects:
Computer-based learning
genre
Learning environment
Metacognition
Problem solving
rhetorical awareness
Technical communication
workplace studies
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container_end_page 259
container_issue 4
container_start_page 244
container_title Technical communication quarterly
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creator Karatsolis, Andreas
Ishizaki, Suguru
Lovett, Marsha
Rohrbach, Stacie
Kaufer, Mollie
description 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.
doi_str_mv 10.1080/10572252.2016.1221141
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source Taylor & Francis
subjects Computer-based learning
genre
Learning environment
Metacognition
Problem solving
rhetorical awareness
Technical communication
workplace studies
title Supporting Technical Professionals' Metacognitive Development in Technical Communication through Contrasting Rhetorical Problem Solving
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