The team I found at my console late this semester survived its crisis. A substitute speaker was located because the team had maintained good contacts with the campus career center during the project. The day was a hectic round of emails, phone calls, schedule coordination, and photocopying, but it was a day these students will never forget. These women realized they were working well outside of their "comfort zone," and they delighted in their triumph. In spite of the uncomplicated structure of the assignment, its student-driven service component creates an element of risk that sparks the self-awareness of authentic learning.ONE OF THE CHALLENGES with advanced writing courses, such as business writing, technical writing, and proposal and grant application writing, is developing assignments and projects that approximate writing in the workplace. Many instructors and learning theorists believe that giving students authentic writing practice is the best preparation for the writing they will do in their chosen careers. My suggestion is to look on campus for service-learning opportunities.
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Based on congruencies in the findings of Spanish-language writing research and U.S.-English e-mail writing research, this study investigates Mexican e-mails. The findings from the literature are formulated as issue statements for the purpose of confirming or denying their applicability to collected Mexican e-mails. The study employs both qualitative rhetorical analysis and a quantitative feature presence/absence analysis. Of the eight issues statements predicted to describe Mexican business e-mails per the literature, only one was affirmed-meaning that the currently available information about Mexican workplace e-mails is incorrect and/or incomplete.
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