Collaborative writing: Bridging the gap between the textbook and the workplace

Bremner, Stephen

doi:10.1016/j.esp.2009.11.001

Cited by 54 publications

(44 citation statements)

References 19 publications

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“…In most contemporary workplaces, collaborative teamwork is the norm (Faigley and Miller 1982; Ede and Lundsford 1985). Studies of the past decade in professional organizations around the world have consistently found that at least 87 per cent of the workforce is engaged in collaborative writing and employees’ ability to participate effectively in collaborative efforts was evaluated by senior management as being critical to productivity, job satisfaction and career advancement (Locker 1992; Freedman and Adam 1996; Bremner 2010). Collaboration is especially important in the PR industry where people must work together to create complex communication products.…”

Section: Findings and Discussionmentioning

confidence: 99%

Creative English and public relations in Hong Kong

et al. 2010

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This paper investigates employer perceptions of the nature and importance of the English language in public relations agencies in Hong Kong. Based on in-depth interviews with senior managers from eight Hong Kong-based public relations companies, it examines how the linguistic currency of English is used collaboratively in creative organizations. Findings suggest that English is used as the common language among transnational public relations work teams and the clients that they service. It is also used as a creative resource for facilitating collaboration, staff development and socialization into corporate and professional cultures.

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Section: Findings and Discussionmentioning

confidence: 99%

Creative English and public relations in Hong Kong

et al. 2010

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“…The two final sets of materials discussed in this chapter are clearly a reflection of this data-driven approach, with their reliance on empirical studies of what people actually say and write in different business organizations. Bremner, S. (2010 …”

Section: Commentarymentioning

confidence: 97%

Business Discourse

Bargiela‐Chiappini

Nickerson

Planken

2013

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Research and Practice in Applied LinguisticsSeries Standing Order ISBN 978-1-403-91184-1 hardcover 978-1-403-91185-8 paperback (outside North America only)You can receive future titles in this series as they are published by placing a standing order. Please contact your bookseller or, in case of diffi culty, write to us at the address below with your name and address, the title of the series and the ISBN quoted above.

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“…Notwithstanding the fact that academic environment that IHLS can provide is unfavourable for authentic situated learning setting (Dias et al 2011). Yet, there are other activities which can hold much promise to expose graduates to the complexity of real-life workplace writing in English such as through collaborative writing (Bremner 2010, Freedman & Adam 1996 with other learners within or from different disciplines. The social interaction through collaborative writing activities, they can get used to working with others of a different disciplinary background or who are more knowledgeable that simulates the scaffolding in the workplace.…”

Section: Implications and Conclusionmentioning

confidence: 99%

Workplace Writing in L2 Experiences Among Millennial Workforce: Learning to Write in English

Yusuf

Yunus

Embi

2018

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The challenges confronted by the Millennial workforce across the transition from higher education to workplaces are well acknowledged globally. Institutions of higher learning (IHLs) have a responsibility to prepare graduates to become a functional workforce. Among the real-world skills to be taught is workplace writing, which is fundamental in work organizations. This paper aims to explore learning to write in English for the workplace as experienced by millennial workforces. A descriptive phenomenological research design was employed in order to gain an in-depth understanding of the Millennial workforce's lived experiences in workplace writing. Seven of them were selected based on a set of criteria. A two-tiered method of interviews was employed to establish the context, relay specific details of the participants' experience and contemplate the meaning of their experiences. In addition, self-portrait descriptions were used to triangulate the data. The findings revealed that the millennials experienced both learning for and about workplace writing in both settings: IHLs and workplaces. They further revealed the practicality of English writing and business writing courses they had taken at IHLs. They have also experienced learning at their workplace through participating in trainings, social interaction, first-hand experiences and intrinsic motivation. These findings can be used as an instructional guideline for ESL workplace writing courses in IHLs. The appropriate instructions and contents could be convenient not only to improve teaching and learning but also promote a more meaningful learning to the graduating students which in turn, creates a powerful workforce who is able to command by today's workplace standards.

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Collaborative writing: Bridging the gap between the textbook and the workplace

Cited by 54 publications

References 19 publications

Creative English and public relations in Hong Kong

Creative English and public relations in Hong Kong

Business Discourse

Workplace Writing in L2 Experiences Among Millennial Workforce: Learning to Write in English

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