Business writing: Observations and implications for teaching composition

Odell, Lee

doi:10.1080/00405848009542903

Cited by 12 publications

(7 citation statements)

References 3 publications

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Section: Journal Of Reading Behaviormentioning

confidence: 99%

“…Bracewell, Scardamalia, & Bereiter, 1978;Bridwell, 1980). Revision can also lead to new insights; writers often contend that they learn what they are trying to say as they write and revise (Odell, 1980), and revision sometimes helps writers to find and understand new meanings.Although the importance of revision is widely recognized, many writers, especially young writers, do not revise much, making mainly surface revisions when they do (Bridwell, 1980;Graves & Murray, 1980; National Assessment of Educational Progress & Educational Testing Service, 1986). Further, American schools place little emphasis on revision (Applebee, 1981;Hoetker & Brossell, 1979;Pipman, 1984).…”

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Variation in Writing Conference Influence on Revision: Two Cases

Fitzgerald

Stamm

1992

Journal of Reading Behavior

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The purpose of the study was to describe the influence of conferences on revision knowledge and revision activity for an initially knowledgeable first-grade reviser and a relatively naive one. Using both quantitative and descriptive analyses, data from three baseline points and seven conference points were summarized. At conference information collection points, the children wrote, groups conferenced, children were interviewed about potential revisions, and students revised. At baseline points, there were no conferences. For analyses, we (a) read all of the writing and transcripts of interviews and conferences; (b) determined quality of first and last draft of each composition; (c) coded conference talk; (d) traced comments between conferences, interviews, and revisions carried out; (e) calculated counts of revisions the children talked about in interviews and revisions they carried out; and (f) reviewed the teacher's observations about the two children's behavior in the classroom. Conference influence was variable, both within and across children. Further, dramatic differences were noted between the two children in conference influence, with only the initially naive writer profiting significantly from conferences and evidencing clear developmental progress in revision.The purpose of this study was to describe the influence of conferences on revision knowledge and revision activity for an initially knowledgeable first-grade reviser and for a relatively naive one. The present study was a follow-up to prior research (Fitzgerald & Stamm, 1990) in which we examined the influence of conferences on 16 first-graders' revision. Earlier, we concluded that conferences did influence revision for many children, but that the influence was mediated by entrylevel revision knowledge and activity and writing level. For the present study, we tried to further describe how conference influence differed for different kinds of writers by looking in-depth at the revision development of 2 of the 16 children 22Journal of Reading Behavior who participated in the earlier study-one whose initial revision knowledge and activity were relatively low and one whose knowledge and activity were relatively high.Revision was defined as making changes at any point of writing (before, during, and/or after pen meets paper). It involves (1) detecting mismatches between intended and instantiated text, (b) deciding how changes could or should be made, and (c) actually making changes (cf. Beach, 1984;Fitzgerald, 1988;Fitzgerald & Markham, 1987;Flower & Hayes, 1981). The first two aspects of revision (detecting mismatches and deciding how to make changes) are knowledge components of revision, distinguished from the third aspect (making changes) which is actual revision activity. This definition of revision is highly consistent with the problemsolving view of writing as delineated by Flower and Hayes (1981), in which authors set goals for their pieces, check their work against those goals to detect problems, make decisions about where and how change...

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Section: Journal Of Reading Behaviormentioning

confidence: 99%

mentioning

confidence: 99%

Variation in Writing Conference Influence on Revision: Two Cases

Fitzgerald

Stamm

1992

Journal of Reading Behavior

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“…Despite agreement among business colleges and business practitioners that communication is an appropriate learning goal, a recurring motif in business communication scholarship highlights continuing discontinuities among undergraduate curriculum, employer needs, and student performance. Complaints continue about new employees’ communication skills (e.g., Canavor & Meirowitz, 2005; Middleton, 2011; Northey, 1990; Odell, 1980; Smith, 2011; Wise, 2005), while multiple investigations have shown differences between employer priorities and communication curricula (Bogert & Butt, 1996; Brink & Costigan, 2015; Cyphert, 1993; DiSalvo, 1980; Harris & Thomlison, 1983; Holter & Kopka, 2001; Kretovics & McCambridge, 1998; Russ, 2016; Stevens, 2005; Wardrope, 2001).…”

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confidence: 99%

Communication Activities in the 21st Century Business Environment

Cyphert

Holke-Farnam

Dodge

et al. 2019

Business and Professional Communication Quarterly

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Effective undergraduate instruction requires accurate knowledge of professional communication practices and employer expectations, but ongoing contradictions between academic and professional expectations reflect historical, rhetorical, and pedagogical causes for inaccurate presumptions. Taking a customer service perspective, one business faculty revised its undergraduate goals in terms of empirically determined employer expectations. Interviewing professionals familiar with expectations of entry-level business graduates, the authors identified 10 communication activities, each comprising three to nine subtasks that constitute entry-level communication competencies. The results suggest a need to reconsider traditional curricular organization and instructional focus across the business curriculum to develop relevant skills across all business majors.

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“…Esta denominación refleja la idea de que la principal diferencia existente entre la composición madura e inmadura está en la manera de introducir el conocimiento y en lo que le sucede a ese conocimiento a lo largo del proceso de composición. Numerosos escritores experimentados aseguran que su comprensión de lo que están intentando escribir, crece y cambia durante el proceso de composición (Lowenthal, 1980;Murray, 1978;Odell, 1980). Estos efectos sobre la comprensión no son propiedades universales del proceso de composición, sino el resultado de ciertos procedimientos complejos de solución de problemas presentes en un modo de composición y ausentes en el otro.…”

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Dos modelos explicativos de los procesos de composición escrita

Scardamalia

Bereiter

1992

Infancia y Aprendizaje

147

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7Resumen Se analizan dos modelos de los procesos de composición escrita Decir d conocimiento y Transformar el conocimiento con el propósito de captar las diferencias esenciales entre escritores expertos y novatos. 1 procesos cognitivos sino la de encontrar aquellas diferencias que son significativas desde un punto de vista educacional. Si queremos ayudar a los alumnos a adquirir una estructura de «transformar el conocimiento» en los procesos de composición, es necesario llegar a modelos explícitos de competencia madura y poder diseñar procedimientos que transformen la competencia que los alumnos traen a la tarea espontánea. Los resultados de aplicar diversas estrategias educacionales sugieren que es posible transmitir los procedimientos complejos de solución de problemas que poseen los expertos, y que al hacerlo se pueden ampliar las facultades de los alumnos para escribir Sin embargo, los estudios educativos también indican que pasar de «decir el conocimiento» a «transformar el conocimiento» en la composición, no es un proceso de crecimiento sino de reconstrucción de una estructura cognitiva. Palabras clave: Procesos de composición, Expertos y novatos, Estrategias instruccionales. Two explicative models for the processes of written composition AbstractTwo models of composing processes Knowledge telling and Knowledge transforming are set forth to capture the essential features that distinguish inmature composing from matare writers. The basic idea underlying the models is that the principal difference between mature and inmature composing is in how knowledge is brought into the writing process and in what happens to knowledge in that process. The article deals also with instructional interventions which aim to help the students move toward's a Knowledge transfonning approach. It is assumed that the applied cognitive scientist task is not merely to describe cognitive processes but to describe them in ways that capture educationally significant differences. The described instructional efforts are based on the premise that helping students move from a Knowledge telling to a Knowledge ta3nsforming approach to writing is an important and realistic educational objective. lt will be argued that the importance of this objective extends beyond writing instruction, having broad implications for the way students develop their knowledge.

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Business writing: Observations and implications for teaching composition

Cited by 12 publications

References 3 publications

Variation in Writing Conference Influence on Revision: Two Cases

Variation in Writing Conference Influence on Revision: Two Cases

Communication Activities in the 21st Century Business Environment

Dos modelos explicativos de los procesos de composición escrita

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