Abstract
Over the past two decades, studies have examined how social contexts influence the composition and production of workplace documents. But much remains to be known about what happens when writers move from one social context to another—from the academy to the workplace, for instance. This article demonstrates that students in scientific and technical communication classrooms learn what they are taught about composing. They take this knowledge with them to the workplace, where they apply it, practically and theoretically, and improve their understanding of it with repeated use.
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