Are Writing Deficiencies Creating a Lost Generation of Business Writers?

Quible, Zane K.; Griffin, Frances

doi:10.3200/joeb.83.1.32-36

Cited by 31 publications

(36 citation statements)

References 11 publications

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“…Many employers are alarmed about poor writing skills in new employees and have asked business schools to increase emphasis on writing (Quible & Griffin, 2007). Haberstroh (1994) reported similar concerns in public relations companies, and Alter and Adkins (2001) discovered that up to one-third of graduate social work students had inadequate writing skills yet many did not use available writing assistance programs.…”

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confidence: 97%

“…Coursework that prepares students for future careers tends to focus on the curriculum content rather than the writing skills students use to present that content. Yet writing ability is often vital for effective work performance, thus demonstrating writing skills that are relevant to future employment is an essential learning outcome for higher education curriculum.Many employers are alarmed about poor writing skills in new employees and have asked business schools to increase emphasis on writing (Quible & Griffin, 2007). Haberstroh (1994) …”

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confidence: 99%

“…Many employers are alarmed about poor writing skills in new employees and have asked business schools to increase emphasis on writing (Quible & Griffin, 2007). Haberstroh (1994) …”

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confidence: 99%

“…These studies made a number of recommendations for higher education, including Employers Seek Effective Writers required writing courses, increased assessment of student writing, and consultations with employers that provide examples of desired writing skills (Haberstroh, 1994). Additionally, schools are assessing methods for writing instruction (Quible & Griffin, 2007;Wolff, 1996) and are recommending ways to continue writing instruction after foundational English composition courses (Alter & Adkins, 2006). These suggestions form the basis for a threestep plan for enhancing writing skills that improve competency in future employment.…”

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confidence: 99%

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32. Teaching Writing Skills That Enhance Student Success in Future Employment

Coyle

2011

CELT

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S ubstandard writing skills have been noticed in schools and workplaces across disciplines. Writing courses and writing centre programs can teach students about grammar and composition, and library orientations help students effectively locate source material for papers and projects. However, writing skills, which are often related to specific disciplines or professions, are learned indirectly. Coursework that prepares students for future careers tends to focus on the curriculum content rather than the writing skills students use to present that content. Yet writing ability is often vital for effective work performance, thus demonstrating writing skills that are relevant to future employment is an essential learning outcome for higher education curriculum.Many employers are alarmed about poor writing skills in new employees and have asked business schools to increase emphasis on writing (Quible & Griffin, 2007). Haberstroh (1994)

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confidence: 99%

“…Many employers are alarmed about poor writing skills in new employees and have asked business schools to increase emphasis on writing (Quible & Griffin, 2007). Haberstroh (1994) …”

mentioning

confidence: 99%

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confidence: 99%

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32. Teaching Writing Skills That Enhance Student Success in Future Employment

Coyle

2011

CELT

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“…Another benefit is that students gain the ability to organize, express, and communicate their thoughts, ideas, and knowledge (Langer & Applebee, 2007). Furthermore, the ability to communicate clearly is essential to later career success (Quible & Griffin, 2007) and the writing that teachers assign can provide a basis for that success (Dana, Hancock, & Phillips, 2011). And yet, teachers often do not assign writing in their classes.…”

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Predicting Faculty Intentions to Assign Writing in Their Classes

Trafimow

Ruckel

Stovall

et al. 2017

ij-sotl

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Teachers who offer undergraduate courses agree widely on the importance of writing assignments to further undergraduate education. And yet, there is a great deal of variance among teachers in their writing assignments; some teachers assign no writing whatsoever. To determine the variables that influence the decisions of teachers about whether to assign writing, we predicted their intentions to assign writing from attitudes, subjective norms, perceived control, and perceived difficulty pertaining to assigning writing. Zeroorder correlations and hierarchical regression analyses implicate attitude and perceived difficulty as the most important predictors of teacher's intentions to assign writing in two studies.We also obtained open-ended belief statements in Study 1 and used them to obtain quantitative belief data in Study 2 to find and validate the importance of the impact of particular specific beliefs on intentions to assign writing. Teachers who offer undergraduate courses agree widely on the importance of writing assignments to further undergraduate education. And yet, there is a great deal of variance among teachers in their writing assignments; some teachers assign no writing whatsoever. To determine the variables that influence the decisions of teachers about whether to assign writing, we predicted their intentions to assign writing from attitudes, subjective norms, perceived control, and perceived difficulty pertaining to assigning writing. Zero-order correlations and hierarchical regression analyses implicate attitude and perceived difficulty as the most important predictors of teachers' intentions to assign writing in two studies. Predicting Faculty Intentions to Assign Writing in Their ClassesWe also obtained openended belief statements in Study 1 and used them to obtain quantitative belief data in Study 2 to find and validate the importance of the impact of particular specific beliefs on intentions to assign writing.

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Pedagogy of Academic Narrative: Insights from They Say/I Say: The Moves that Matter in Academic Writing by Graff and Birkenstein (2014)

Epting

2018

Perspect Behav Sci

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Hineline's (elsewhere in this issue) analysis of narrative is noteworthy in three respects. First, it provides insights into the essential behavioral elements that may give rise to the larger behavioral experience of reading a narrative. Second, it suggests that mastering effective narrative may be critical to dissemination of our science and practice. Third, it models openness to what others beyond behavior science may contribute to our understanding. The last two points are the focus of my comments. As a veteran teacher of undergraduates, I have come to view the teaching of writing as the thorniest problem to be solved in my job. Writing-in academia, in business, in life-is a complex but critical skill with which many students, teachers, and professionals struggle (e.g.

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Are Writing Deficiencies Creating a Lost Generation of Business Writers?

Cited by 31 publications

References 11 publications

32. Teaching Writing Skills That Enhance Student Success in Future Employment

32. Teaching Writing Skills That Enhance Student Success in Future Employment

Predicting Faculty Intentions to Assign Writing in Their Classes

Pedagogy of Academic Narrative: Insights from They Say/I Say: The Moves that Matter in Academic Writing by Graff and Birkenstein (2014)

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