The Transition from Academic to Workplace Writing: Students Talk about their Experiences

Abstract

This article reports on a study of the transition from university to workplace writing as experienced by students in a coI thought of myself as a good essay writer. I didn't think of myself as a good writer. When you get into a work term, it doesn't matter how good of an essay you can write, because ... that's not what you need in the workplace.

Triple Method Approach to Development of a Genre-Based Approach to Teaching ESL/EFL Writing: A Systematic Literature Review by Bibliometric, Content, and Scientometric Analyses

“…Of the 54 selected articles, 12 employed qualitative research methods to investigate perspectives of teachers, students, or both (Abdel-Malek, 2019; Almacıoğlu & Okan, 2018; Andre & Schneider, 2004; Giraldo, 2019; Heron & Corradini, 2020; Kindenberg, 2022; Mingsakoon & Srinon, 2018; Mizumoto et al, 2017; Negretti, 2021; Negretti & McGrath, 2018; Tribble, 2017; Xeketwana, 2018). As research methods, the majority of these studies employed semi-structured interviews or focus group discussions.…”

Exploring the socio-contextual nature of workplace writing: Towards preparing learners for the complexities of English L2 writing in the workplace

“…It maintains that to prepare learners for workplace writing, it is insufficient to teach the formal conventions of a genre. Instead, it is vital to practice and raise students' awareness of the many aspects that surround the construction of a text, such as collaborative processes, context-specific practices, values and norms, in a particular discourse community due to the situated and complex nature of workplace writing (Andre & Schneider, 2004;Moore & Morton, 2017), and go beyond the text (Bremner, 2018). Like the earlier ethnographic workplace needs-analysis studies, this research points toward the need to address a more in-depth, holistic approach to understanding such a complex phenomenon of workplace writing preparedness.…”

Division of Labour and the Development of Professional Literacies: Problematising ESP Learners’ Preparedness for Workplace Writing

“…However, due to the situated nature of writing and noted disparity between academic and professional contexts, there has been an ongoing debate in the literature of social learning theories and previous research on the university-workplace transition of novice employees (Dias, Freedman, Medway, & Pare, 1999) around the issue of preparing learners for the workplace writing and the role of the university in this preparedness. Other studies (Andre & Schneider, 2004;Artemeva, 2009;Bremner, 2012;Le Maistre & Paré, 2004), however, have highlighted the role of both university and workplace as contexts for learning. In fact, Artemeva (2009) contends that both formal education and workplace experiences are part of 'genre knowledge ingredients' that lead to genre learning outside its local context.…”