Current Status Of Business And Technical Writing Courses In English Departments

We have heard a great deal of talk in recent years about the growth of business and technical writing courses in English departments. But very little, if any, factual information exists on how much enrollments have grown and whether they are expected to grow in the near future. Furthermore, no study has attempted to assess the impact these relatively new, rapidly expanding courses are having and will continue to have on English departments and their faculty members.

Rivers, William E. ADE Bulletin (1985). Articles>Education>Business Communication>Technical Writing

The Impact of EQ Training on Collaborative Professional Writing  

Over the course of each semester, students in 300-level business communication courses can expect to produce a number of various types of messages and reports with emphasis on the psychological development of the message. Although education has traditionally demanded an individual approach to most writing tasks in order to assess student performance, most practitioners in the field of business communication recognize the importance of collaborative writing as a necessary skill in preparing students to enter the job market where teams rather than individuals are the primary work unit.

Sigmar, Lucia S., Tab W. Cooper, Geraldine E. Hynes and Kathy L. Hill. Association for Business Communication (2008). Articles>Writing>Education>Business Communication

Improved Student Writing in Business Communication Classes: Strategies For Teaching And Evaluation    

Students in business communication classes are expected to write various types of documents. Research has illustrated that undergraduate student writing skills have not improved even though most states have begun writing proficiency tests at the elementary, middle, and high school levels. By the time students enroll in college, students are expected to be proficient writers. In some cases, this is true. In far too many cases, students continue to need writing development. In business communication classes, these weaknesses cannot be ignored. This article's purpose is to give guidance to instructors to motivate their students to produce better written products. The difficulty is how to do this most effectively. The authors present some ideas on how to improve student writing through some creative teaching and evaluation strategies.

Stowers, Robert H. and Randolph T. Barker. Journal of Technical Writing and Communication (2003). Articles>Education>Business Communication>Writing

"Stepping Lively": Reformatting the Gap Between Student Writing and Professional Writing    

Teachers of technical writing are urged to use computers not only for influencing the process of writing but also for designing and formatting the product of writing. Engineering students at a Midwestern university now submit final drafts of senior projects in commercial-style formats, thus increasing their range of skills in the act of preparing final written products and adopting some conventions of communicating in the workplace. Reformatting student writing to mimic commercial-quality writing not only increases the scope and responsibility of writing instruction, but also better prepares students to adapt to communication situations in the workplace.

Kumpf, Eric P. and Joseph T. Emanuel. Technical Communication Online (1996). Articles>Education>Writing>Business Communication

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文章には大きく分けて、実務文章と楽しみの文章があります。実務文章と楽しみの文章とでは、目的や役割、読み手の姿勢が異なりますので、その書き方もおのずと異なります。この２つの文章を、あたかも同じであるかのようにとらえている本がありますが、そのような本はビジネスの現場では使えませんので注意してください。

Technical Writing World. (Japanese) Articles>Business Communication>Education>Writing

Toward a Post-Technê: Or, Inventing Pedagogies for Professional Writing    

This article examines the concept of technê in relation to situatedness. Technê is conceived as techniques for situating bodies in contexts. Although many theorists and practitioners in technical communication are working from ecological and posthuman perspectives with regard to interface designs, this article argues for extending those perspectives to workplace and classroom situations. Starting from a Heideggerian reading of technê, the article moves toward the concept of post-technê, which remakes pedagogical techniques for writing and inventing in institutional contexts.

Hawk, Byron. TCQ (2004). Articles>Education>Business Communication>Technical Writing

Team Virtual Discussion Board: Toward Multipurpose Written Assignments    

What do teams, writing, time, technology, and critiques have in common? If you said they all have the letter 't' in them, you were correct. There can be so much more, though, when we connect each of these words in our course written assignments. Most of us use teams in our graduate and undergraduate organizational communication classes. What follows is a brief description of written (letter) assignments that use student pairs in a virtual Blackboard-based discussion board.

Barker, Randolph T. and Robert H. Stowers. Business Communication Quarterly (2009). Articles>Education>Business Communication>Writing

Writing for Business: a Graduate-Level Course in Problem-Solving    

When I was assigned to teach graduate-level business writing in a Master's of Professional Communication (MPC) program, I was unsure what to do with the course. What kind of writing instruction do students need that they have not already received in their undergraduate business writing classes or in other required graduate writing courses? What makes an advanced writing class advanced? In order to answer those questions, I began looking for articles by other teachers and scholars in the field of professional and business writing. I discovered that in terms of assignments, teachers and scholars seem to agree that client projects form the cornerstones of business writing curricula.

Seifert, Christine. Business Communication Quarterly (2009). Articles>Education>Business Communication>Writing