Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/100780
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dc.contributor.authorLee, Chien-Ching.en
dc.date.accessioned2013-12-10T02:04:00Zen
dc.date.accessioned2019-12-06T20:28:06Z-
dc.date.available2013-12-10T02:04:00Zen
dc.date.available2019-12-06T20:28:06Z-
dc.date.copyright2011en
dc.date.issued2011en
dc.identifier.citationLee, C.-C. (2011). Using the dialogic communication model to teach students to write a report introduction. IEEE transactions on professional communication, 54(2), 201-210.en
dc.identifier.issn0361-1434en
dc.identifier.urihttps://hdl.handle.net/10356/100780-
dc.description.abstractThis paper presented the use of the dialogic communication model to teach students how to write a report introduction. In the case study presented, the students engaged in discussions and reflections regarding the contextual complexities in the writers’ and readers’ organizational environments, which helped them adapt their writing to their readers’ needs and flow of thought. The thinking process that students go through in making their writing more reader-centered using this model could be a useful springboard to help students adopt the thinking processes of professional engineers.en
dc.format.extentpp 201 - 210en
dc.language.isoenen
dc.relation.ispartofseriesIEEE transactions on professional communicationen
dc.rights© 2011 IEEE. This is the author created version of a work that has been peer reviewed and accepted for publication by IEEE Transactions on Professional Communication, IEEE. It incorporates referee’s comments but changes resulting from the publishing process, such as copyediting, structural formatting, may not be reflected in this document. The published version is available at: [DOI:http://dx.doi.org/10.1109/TPC.2011.2121810 ].en
dc.subjectDRNTU::Social sciences::Communication::Communication theories and modelsen
dc.titleUsing the dialogic communication model to teach students to write a report introductionen
dc.typeJournal Articleen
dc.contributor.schoolSchool of Humanities and Social Sciencesen
dc.identifier.doi10.1109/TPC.2011.2121810en
dc.description.versionAccepted versionen
item.grantfulltextopen-
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