Understanding the relationship between rhetorically-based learning modules and communication skills improvement in a global technical writing course

As several US institutions are attempting to enhance students' communication skills within science-based curricula either by focusing on the development of a single technical communication course, or by introducing an aspect of communication (such as oral communication) across several courses,...

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Bibliographic Details
Main Authors: Karatsolis, Andreas, Kaufer, Mollie, Ishizaki, Suguru, Rohrbach, Stacie, Lovett, Marsha
Format: Conference Proceeding
Language:English
Subjects:
Concrete
Context
Educational institutions
Instructional design
mastery
Parallel processing
professional communication skills
rhetorical awareness
Visualization
Writing
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Summary:As several US institutions are attempting to enhance students' communication skills within science-based curricula either by focusing on the development of a single technical communication course, or by introducing an aspect of communication (such as oral communication) across several courses, there is a need for studies which will identify instructional methods and strategies which can benefit students. This paper describes the results of a recent analysis of student performance in a technical communication course where students were exposed to learning modules focused on instruction and application of discipline and genre-specific component skills. We argue that instruction based on well-designed learning objectives within the presentation, practice, and production stages can not only lead to an awareness of, but improve written and oral communication skills in classrooms and professional settings.
ISSN:2158-091X
DOI:10.1109/IPCC.2013.6623923