Writing in the Workplace and Freshman Writing Classes: An Imperative for Relevancy.Report as inadecuate




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A study examined the relevancy of freshman composition to writing in the workplace. Four professionals in middle management who had been out of college for a number of years were surveyed by e-mail about their writing in the workplace, college education, freshman writing classes, and importance of seven skills employers want employees to have. Results indicated that: (1) all the participants felt that effective workplace writing must be concise, clear, and effectively written; (2) all the participants had negative attitudes toward writing in the workplace; (3) the participants varied in their awareness of the steps used for their writing process; and (4) all participants hold negative attitudes toward their freshman writing classes. Findings suggest that the participants could not relate what they did in their freshman writing classes to writing they do in the workplace. Proposals for improving this situation include bringing in professionals to talk to students and help design assignments, examining with students the kinds of writing required in jobs that interest them, encouraging students to reflect on their writing to develop metacognitive awareness of their writing process, and analyzing the usefulness of typical assignments in meeting these goals. Contains 7 references and 2 tables of data; the questionnaire is attached. (SC)

Descriptors: Freshman Composition, Functional Literacy, Higher Education, Instructional Effectiveness, Metacognition, Workplace Literacy, Writing Attitudes, Writing Research











Author: Sidey, Mark

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10750&id=ED429315







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