Bridging the Workplace and the Academy: Teaching Professional Genres through Classroom-Workplace Collaborations

This article explores the effect of classroom-workplace collaborations on student learning. Drawing on two case studies, I explore how classroom-workplace collaborations help us to teach professional genres. I examine how they replicate workplace activity and convey features of workplace genres and how they serve as transitional experiences for students. I also examine students' reactions to the feedback they received during the projects.