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, 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.