Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

1 results

  • 9 - A Developmental Framework for Professional Communication Competence

  • from Part III - Language Awareness in Education and Training
  • Edited by Erika Darics, Rijksuniversiteit Groningen, The Netherlands
  • Book:
    Language Awareness in Business and the Professions
    Published online:
    28 July 2022
    Print publication:
    04 August 2022, pp 160-182

  • Summary

    Even when recognizing that language practice instantiates and perpetuates power structures within a discourse community, language teachers necessarily teach their students to conform to those same language practices. Rather than seeing a moral dilemma between teaching conformity to language practices or exposing and resisting the discursive practices that perpetuate power structures, a fully rhetorical education allows students to leverage normative conformity toward increasing power within the discourse community and thereby reaching a platform from which to lead change. This chapter examines the typical North American curriculum in professional communication to conclude that while a university education addresses both rhetorical conformity and critical reflection, the pedagogy does not align with the actual development of rhetorical competence within a professional community.