#29823
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
#26607
This paper describes the progress of an original pilot program that used surveys and reported results from students and faculty concerning student improvement in writing and presentation skills from a convenience sample of courses. Based on the responses to these surveys a pre-test writing instrument and a presentation assessment instrument were designed for and administered to incoming students during their MBA orientation session. Also included in the orientation session were two modules that focused on plagiarism issues and the use of web-based technology for research. This program will be expanded to include post-writing critiques and portfolio communication evaluations.
Alpern, Barbara E., David C. Odett and Richard Pietila. Association for Business Communication (2004). Articles>Education>Business Communication
#18405
I am not in favor of deception, trickery, fraud, or swindle. What I wish to change are the curriculum and examination practices of our school systems that insist on unaided work, arbitrary learning of irrelevant and uninteresting facts. I'd like to move them toward an emphasis on understanding, on knowing how to get to an answer rather than knowing the answer, and on cooperation rather than isolation. Cheating that involves deceit is, of course wrong, but we should examine the school practices that lead to cheating: change the practices, and the deceit will naturally diminish.
Norman, Donald A. JND.org (2001). Articles>Education>Instructional Design>Testing
#13097
In-House Usability Training: Culture Change You Can Afford 
In an effort to establish affordable usability design and testing as part of the product development culture at Unisys Corporation, four Product Information employees in Mission Viejo, California and Salt Lake City, Utah developed a usability class. Working part time over a period of several months, the team developed a class outline; a PowerPoint presentation of the class content; exercises on surveys, paper prototyping, heuristic evaluations, and usability testing; Instructor and Student Guides, and a final examination. The class was added to the curriculum of the official corporate training entity, Unisys University, where it is available for all Unisys employees. This report of the group’s experience may be useful to organizations wanting to get started with usability training despite budget restraints.
Randolph, Elaine F. and Lynn Ballard. STC Proceedings (2001). Presentations>Education>Usability>Case Studies
#30841
Incorporating Film Into the Research Paper
Teachers face two serious difficulties when assigning research papers. The first appears to be an issue of motivation but is really one of mental disposition. Many students are so deeply influenced by contemporary visual culture--especially by film--that they lack familiarity with close reasoning. They are accustomed to absorbing entertaining, but loosely connected, streams of images in an impressionistic way and are uneasy and anxious when given a major assignment in an exclusively written medium. Inexperienced in the systematic compilation and analysis of information, they often perform poorly. These students may appear to be unenthusiastic about their topics; in fact, they do badly because they are methodologically disoriented. They run aground while sailing in the unfamiliar seas of organized, sequential, linear logic. This problem often shows itself in the frequent, and frequently gratuitous, use of illustrations in research papers. Instructors often comment that 'students love pictures.' It would be more accurate to say that students understand pictures and are comfortable with them. The second difficulty is a by-product of the Web. Plagiarism has become so widespread that it poses a real threat to the academic enterprise. Yet its detection is both difficult and time-consuming, and an instructor must be on absolutely solid ground before bringing a student up on such serious charges. Furthermore, even if available, an expensive counter-plagiarism program such as Turnitin cannot always deliver conclusive evidence. Plagiarism must be addressed, but today, articles that existed previously only in print can be optically scanned, free essays are available online, and papers can be purchased and downloaded from numerous commercial outlets. We have addressed both of these problems by strategically using appropriate motion pictures as entrees into the subject matter and as points of comparison to help organize research papers. We first provide our students with a list of films that bear on relevant topics.
Fontenot, Michael J. and Karen A. Fontenot. Business Communication Quarterly (2008). Articles>Education>Research>Multimedia
#20077
Incorporating Human-Computer Interface (HCI) Technology Into the Technical Writer’s Role
At last year’s STC corlference in Seattle, Dr. Donald Norman spoke about the technical writing community becoming an integral part qf the design/development team. The HCI certificate program qfered through Renesselaer Polytechnic Institute @PI,) provides information and teaches skills that enable the technical communicator to become a valuable part of that team. This paper discusses my experience incorporating what I learned in the HCI class on a work project.
Oakley, Joanne. STC Proceedings (1997). Articles>Education>Human Computer Interaction>Technical Writing
#22769
Peer review is an exercise in which students review each other's written work. Peer review is often connected to revision, a part of the writing process in which writers refine and make substantive changes to their written work.
University of Minnesota (2004). Articles>Education>Editing>Writing
#22768
Revision refers to the process of reviewing one's work and making changes (either local or global) to improve the writing. Most teachers of writing encourage students to revise their work by creating drafts and going through a process of review -- either by having teacher review drafts or having other students review drafts.
University of Minnesota (2004). Articles>Education>Editing>Writing
#30725
This study investigates the influence of students' perceptions of task similarity/ difference on the transfer of writing skills. A total of 42 students from a freshman ESL writing course completed an out-of-class writing task. For half of the students, the subject matter of the writing task was designed to be similar to the writing course; for the other half, it was designed to be different. All students were also interviewed about the writing task. Reports of learning transfer were identified in the interview transcripts, and students' performances on the task and on a recent assignment from the course were assessed. Results indicate that the intended task similarity/difference (i.e., in subject matter) did not have the expected impact on learning transfer; however, students' perceptions of task similarity/difference did influence learning transfer. Implications of these findings for theory, practice, and future research are discussed.
James, Mark Andrew. Written Communication (2008). Articles>Education>Writing>Language
#21701
Study the target audience – who are your users? Identify various information elements. Study the user’s work flow. Layout the various information elements based on their characteristics. Highlight critical information. Think visually.
Deshpande, Shashank. STC India (2003). Presentations>Information Design>Education
#19791
Our technical writers and course developers share several objectives. We must provide task oriented information to our customers, we create information for a variety of products, and we follow a similar information development cycle. We also spend a great deal of time re-creating the same information over and over. To make our efforts more efficient, and to creole better information for our customers, we’ve changed the way we think of information, how we initially create the information, and how we store and retrieve the information. This paper describes the methods we chose to accomplish these goals, the tools we use, and our successes, failures and frustrations.
Brockett, Susan H., James Cox, Lelanie S. Hellmer and Susan Katz. STC Proceedings (1995). Articles>Documentation>Education
#23381
Institutional Boundaries and Finding a Voice in Emerging Technical Communication Programs
The border between institution types has long been a site of conflict and interest in the field of technical communication. One related border is becoming increasingly important: the border(s) between a diversifying range of institutions interested in technical communication and the PhD-granting institutions supplying them with teachers/scholars.
Knievel, Michael. CPTSC Proceedings (2003). Articles>Education>TC
#22446
Institutionally Mapping Professional Writing
We think it is critically important-especially in a time of declining budgets-for professional writing programs to position themselves in a vital and robust location in the university, and probably outside it as well. What institutional location(s) can best guarantee that professional writing thrive, and also provide it an opportunity to have significant impact?
Grabill, Jeffrey T. and James E. Porter. CPTSC Proceedings (2003). Articles>Education>Business Communication
#13311
Instruction-Writing Exercises (for High School)
These guidelines and 14 scaffolded exercises respond to the unmet need for a psychologically solid, work-relevant way to learn technical writing by students who are NOT facile writers already.
Girill, T.R. STC East Bay (2001). Articles>Education>Instructional Design>Documentation
#14129
Instructional Design and Learning Theory
To students of instructional design the introduction and subsequent 'sorting out' of the various learning theories and associated instructional design strategies can be somewhat confusing. It was out of this feeling of cognitive dissonance that this site was born. Why does it seem so difficult to differentiate between three basic theories of learning? Why do the names of theorists appear connected to more than one theory? Why do the terms and strategies of each theory overlap? The need for answers to these questions sparked my investigation into the available literature on learning theories and their implications for instructional design. I found many articles and internet sites that dealt with learning theory and ID, in fact, it was difficult to know when and where to draw the line. When I stopped finding new information, and the articles were reaffirming what I had already read, I began to write.
Mergel, Brenda. University of Saskatchewan (1998). Articles>Education>Instructional Design>Theory
#14737
Instructional Design and Software Quality Assurance, Part II
In the second article of his two-part series on the application of principles of instructional design to quality assurance processes, Nayar discusses how these principles affect document development.
Nayar, Pawan. Intercom (2002). Articles>Education>Instructional Design
#14128
Models, like myths and metaphors, help us to make sense of our world. Whether it is derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem. An instructional design model gives structure and meaning to an I.D. problem, enabling the would-be designer to negotiate her design task with a semblance of conscious understanding. Models help us to visualize the problem, to break it down into discrete, manageable units. The value of a specific model is determined within the context of use. Like any other instrument, a model assumes a specific intention of its user. A model should be judged by how it mediates the designer's intention, how well it can share a work load, and how effectively it shifts focus away from itself toward the object of the design activity. Models, like other tools, shape the consciousness of those who use them. The tool molds the wielder who molds the tool, ad infinitum. Our models frame the reality we impose on the world and the experience that is forged out of their use brings us to higher levels of understanding about the design problem, but only within the framework of the specific models we adopt.
Ryder, Martin. University of Colorado at Denver. Resources>Education>Instructional Design
#30466
This process provides a means for sound decision making to determine the who, what, when, where, why, and how of training. The concept of a system approach to training is based on obtaining an overall view of the training process. It is characterized by an orderly process for gathering and analyzing collective and individual performance requirements, and by the ability to respond to identified training needs. The application of a systems approach to training insures that training programs and the required support materials are continually developed in an effective and efficient manner to match the variety of needs in an ever rapidly changing environment.
Clark, Donald. Instructional System Design (1995). Books>Education>Instructional Design>Methods
#25472
Instructional theory describes a variety of methods of instruction (different ways of facilitating human learning and development) and when to use--and not use--each of those methods.
Reigeluth, Charles M. Indiana University (1999). Resources>Education>Instructional Design
#19771
Instructor Guide for Rules for Writers
A resource guide for instructors who use Diana Hacker's Rules for Writers.
Hacker, Diana. Bedford-St. Martin's. Resources>Education>Writing>Technical Writing
#23314
An Instructor Internship In Technical Writing
We cause ourselves problems by not knowing what our counterparts in industry are doing. In my case, I taught the textbook in my first business and technical writing courses at Indiana University East, Richmond.
Driggers, Stephen. ADE Bulletin (1986). Articles>Education>Writing>Technical Writing
#19772
Instructor's Guide for A Writer's Reference
A resource guide for instructors who use Diana Hacker's A Writer's Reference.
Bedford-St. Martin's. Resources>Education>Writing>Technical Writing
#19770
Instructor's Guide for The Bedford Handbook
An electronic edition of the best-selling handbook by Diana Hacker, The Electronic Bedford Handbook 6.0 combines the comprehensive coverage and class-tested reference features of the text with the cutting-edge convenience of an e-book, resulting in an interactive e-handbook that serves both as a guide to research and writing and as a reference for the electronic age.
Hacker, Diana. Bedford-St. Martin's. Resources>Education>TC>Technical Writing
#14218
Integrating Academics and Industry: A Challenge for Both Sides
Rapidly emerging technologies are bringing radical changes and challenges to today’s workplace, not just for our own profession but for many others as well. As society’s information needs change, so do the roles of technical communicators. Even the questions technical communicators face are constantly evolving: Which medium to use—and when, and how? Paper or online? Verbal or visual? Such questions were unheard of when many of us entered the profession, but they are commonplace for many practicing technical communicators today (as they certainly will be for many of today’s university students in their careers—and it’s impossible to guess what other questions will be just as routine for them, questions we cannot predict because quite likely the concepts and gadgets and words involved do not yet exist).
Sutliff, Kristene. Journal of Computer Documentation (2000). Articles>Education>TC
#30695
Integrating Business Core Knowledge Through Upper Division Report Composition
The most ambitious project of many undergraduate business communication courses is the formal report. This assignment typically requires the use of many writing skills nurtured throughout the course. Skills such as proper style, tone, organization, flow, and mechanics are enhanced through the writing of memos and various types of letters (persuasive, bad news, etc.). While these skills are all evident in a report, it is a much different kind of document. This synthesis of writing skills can be complemented by the integration of fundamental business subject knowledge. Both skill sets can be concurrently developed through business simulation report assignments, particularly in upper division business communication courses. Such courses are often required in business programs where students have already completed courses in business law, management, basic business statistics, and computer applications. Choosing an appropriate topic and scope for such a report writing assignment can be challenging. As offered in Business Communication Quarterly, many good assignments lend themselves to adoption, each with varying degrees of flexibility, coverage of current topics, and data analysis requirements. The following formal report assignment provides the opportunity to present a wide enough scope to integrate several business disciplines.
Roach, Joy, Daniel Tracy and Kay Durden. Business Communication Quarterly (2007). Articles>Education>Business Communication>Reports
