Relying on Writing Consultants

Abstract

Colleges of business grapple with a perceived lack of quality in their graduates' professional writing and recognize students' need to learn disciplinary discourses. This article describes the motivation, design, and preliminary outcomes of a business-writing prototype at Auburn University. Writing consultants trained in business communication worked with one class on a substantial writing project. They provided conferencing and written feedback, greatly lowering the faculty workload. Student surveys and informal interviews indicate that students, faculty, and consultants were satisfied with this prototype program.

The Roles of Technical Communication Researchers in Design Scholarship

“…For example, Mackiewicz (2012) describes "the motivation, design, and preliminary outcomes of a business-writing prototype at Auburn University" (p. 229). Similarly, Meyerring (2005) focusses on the development of professional communication curricula that address the implications of globalization within the university and the workplace.…”

Can we buffer them? Supporting healthy levels of stress and anxiety in first year international students

“…The effectiveness of WID interventions is commonly measured using the teacher/academic's review of assessment outcomes (e.g., Zawacki et al, 2009 ). Other studies have focused on the students' perspective, such as improved writing abilities for the course assessment and the transferability of these writing skills ( Driscoll, 2011 ; Mackiewicz, 2012 ) to prepare them for their future careers in the field. Bell et al (2011) and Carter et al (2007) highlighted the benefits of a WID approach for developing both students' competencies and confidence as well as promoting students' learning in the subject.…”

Enhancing Student Learning Through Scaffolded Client Projects

“…Motivational scaffolding “consists of maintaining and possibly increasing students’ engagement in the writing task” as well as aiding in the development of writers’ confidence (Thompson, 2009, p. 419). Although Mackiewicz (2012) investigated scaffolding in terms of a relationship between writing center tutors and the business writing classroom, explicit use of a scaffolded approach has not yet been investigated in conjunction with CP pedagogy.…”