University Preparation for Workplace Writing: An Exploratory Study of the Perceptions of Students in Three Disciplines

Abstract

This study investigated how Canadian university student interns in three disciplines perceived their educational preparation for workplace writing. The students' perceptions differed markedly according to disciplinary background, with Management students responding very positively about their preparation, Political Science students responding positively, and Communications Studies students responding negatively. The authors discuss how these responses potentially reflect differing student expectations; theorypractice linkages; and patterns of integrating instruction and practice in research, analysis, and workplace genres across these disciplines. The results suggest that universities can prepare students for workplace writing by providing them with instruction and practice in common workplace genres, relevant research and analytic skills, experience in collaborative writing, ample feedback on their writing, and an appreciation for the socially situated nature of genres and genre acquisition. The authors also point to the benefits of work placement and internship programs and suggest directions for further research.

Fostering critical thinking and reflection through blog‐mediated peer feedback

“…Table demonstrates differences in mean acceptance scores between the paper and blog groups. The course design recast academic writing and research essays as writing information for the public on a community website, thus providing the writing assignments with additional currency (Schneider & Andre, ).…”

“…Table 2 demonstrates differences in mean acceptance scores between the paper and blog groups. The course design recast academic writing and research essays as writing information for the public on a community website, thus providing the writing assignments with additional currency (Schneider & Andre, 2005). Furthermore, moderate to strong correlations were found between acceptance scores and final draft grading scores: essay 1 r(42) = .739, p < .001; essay 2 r(42) = .457, p < .001; and essay 3 r(42) = .536, p < .001, demonstrating that the two measurements of the quality of writing in the study share a reasonable amount of variance; thus, it can be argued that both instruments are most likely measuring relevant differences in the strengths of the quality of writing between the two groups.…”

Asia Pacific Education : Diversity, Challenges and Changes

“…Since university and workplace writing takes place in two different worlds, a gap between these domains is to be expected. Although there is not a wellresearched answer as to how university can best prepare students for their future writing at work, research by Schneider and Andre (2005) suggests that university plays an important role in easing this transition. They point out that classroom instruction can support students through providing a model of conventions of common workplace genres in addition to practice in composing those genres and helpful feedback on their writing.…”

“…Work terms provide students with practical experience, exposure to the socially situated nature of genres, and opportunities for developing rhetorical and cultural awareness, all facilitating their development as a writer (Schneider and Andre 2005). Anson and Forsberg (1990) and Dias et al (1999) recommend 'writing internship' courses as a part of an academic program, which can help ease students' transition to workplace writing.…”

Meeting Students Where They Are: Advancing a Theory and Practice of Archives in the Classroom

“…Schneider and Andre [3] studied Canadian student interns from three fieldscommunications, management and political science-and their perceptions of preparedness for workplace writing. The study employed an interview format to elicit responses from participants.…”