A type of genre theory concerned with studying genre conventions as a range of typified responses to a rhetorical situation that in turn create social action. As a type of rhetorical action, genre conventions can also be critically interrogated, resisted, and recreated according to the needs of the rhetorical situation ( Bawarshi & Reiff, 2010 ; Devitt, 2004 ; Miller, 1984 ).
Published in Chapter:
Using Online Writing Communities to Teach Writing MOOCs
Rebekah Shultz Colby (University of Denver, USA)
Copyright: © 2017
|Pages: 14
DOI: 10.4018/978-1-5225-1718-4.ch019
Abstract
The immense enrollment capacity of massive open online courses (MOOCs) radically decenters student and teacher authority in the writing classroom. However, online writing communities teach each other how to write effectively within that community, a type of writing instruction which could be leveraged in a MOOC. The author qualitatively coded the types of writing questions and feedback posted on a technical writing forum, Technical Writing World and discovered that writing questions focused on technical writing genres, style guides, documentation practices, lower order concerns, and revision or outsourcing of work. Responses often directed the original poster to research the rhetorical situation within a specific company. The author then outlined three pedagogical approaches for writing MOOCs: students could ask writing questions from professionals on similar writing websites, conduct qualitative studies of similar online writing communities to learn their underlying writing values, and participate in MOOCs that were organized to be communities of practice.