Teaching Students the Persuasive Message Through Small Group Activity

Creelman, Valerie

doi:10.1177/1080569907312879

Cited by 3 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, instructors gave this subject dramatically lower ratings in the last audit to include this topic (Glassman & Farley, 1979). The decision to spend greater amounts of time on persuasive techniques may reflect current scholarship suggesting that students' professional success in the contemporary workplace hinges on their persuasive abilities (Creelman, 2008).…”

Section: Course Contentmentioning

confidence: 99%

The Status of the Business Communication Course at U.S. Colleges and Universities

Russ

2009

Business Communication Quarterly

View full text Add to dashboard Cite

This study examines the current status of the introductory business communication course at colleges and universities across the United States. Using data collected during the spring of 2008 from a national sample of 505 instructors, this study reveals a number of pedagogical and programmatic insights about (1) major course sponsors; (2) academic levels at which the course is taught; (3) instructors’ ideal and actual class sizes; (4) use of distance learning; (5) content coverage; and (6) required learning assignments. Findings from this study are compared with results from previous audits. Future research ideas as well as implications for business communication education are presented.

show abstract

Section: Course Contentmentioning

confidence: 99%

The Status of the Business Communication Course at U.S. Colleges and Universities

Russ

2009

Business Communication Quarterly

View full text Add to dashboard Cite

show abstract

“…Although, I think I got all of my points across effectively. (Student 11407) Creelman (2008) and Reave (2002) agreed that the process of writing persuasively in an internal scenario (from an employee to a superior) presents the appropriate challenge for students to think through the way they present their own credibility, the claims they make, and the evidence they use to support those claims.…”

Section: Research Question 2: Student Challengesmentioning

confidence: 99%

Using Reflections to Gauge Audience Awareness in Business and Professional Communication Courses

Schieber

Robles

2019

Business and Professional Communication Quarterly

View full text Add to dashboard Cite

This study describes how reflections allowed students to express their audience awareness as they wrote a multiaudience messages packet. We present an analysis of 27 reflections in which students described their experience when responding to the various audiences. Students’ reflective depth varied, though deeper reflections demonstrate sophistication in considering audience constraints and values. Students reported difficulty with negative and persuasive messages and indicated concern about their credibility. Reflections can help instructors understand how students are considering audiences for business documents, which instructors can use to improve their instruction and assess how well students consider business audiences.

show abstract

“…The concept of flipped learning originates out of the flipped classroom model of teaching, which has generally been described as one in which students do preparatory work, read, watch recorded lectures, write blog posts, and/or take quizzes, outside of class (see Creelman, 2008;Gueldenzoph, 2007;Newman, 2007;Smart & Csapo, 2007). In class, students work with one another on a project or problem while the teacher moves among the students answering questions and facilitating.…”

Section: A Flipped Pedagogymentioning

confidence: 99%

Flipping the Class

Arduser

2016

Business and Professional Communication Quarterly

View full text Add to dashboard Cite

Business communication evolves and adapts to suit the times, and today’s workplace documents are increasingly multimodal. Therefore, business and professional communication specialists need to adapt to a new media workplace ecology—one that requires proficiencies with technologies such as video production, digital animation, and sound. Business and professional writing teachers, in turn, need to adopt teaching methods that include working with evolving technologies and be willing to teach multimodal skills to students. In this article I offer a case study of a flipped learning pedagogy to teach multimodal skills in the professional writing classroom.

show abstract

Teaching Students the Persuasive Message Through Small Group Activity

Cited by 3 publications

References 0 publications

The Status of the Business Communication Course at U.S. Colleges and Universities

The Status of the Business Communication Course at U.S. Colleges and Universities

Using Reflections to Gauge Audience Awareness in Business and Professional Communication Courses

Flipping the Class

Contact Info

Product

Resources

About