Writing Required in Graduate Courses in Business Administration

Canseco, Grace; Byrd, Patricia

doi:10.2307/3587338

Cited by 39 publications

(21 citation statements)

References 8 publications

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“…The research studies that inform this approach include analysis of the rhetorical organization of technical writing (Selinker, Todd-Trimble, & Trimble, 1978;Weissberg, 1984), studies of student writing in content areas (Jenkins & Hinds, 1987;Seizer, 1983), and surveys of the content and tasks L2 students can expect to encounter in their academic careers (Bridgeman & Carlson, 1983;Canseco & Byrd, 1989;Horowitz, 1986b). While classroom methodology might take on some of the features of a writer-focused approach, such as prewriting tasks and the opportunity for revision, the main emphasis is on the instructor's determination of what academic content is most appropriate, in order to build whole courses or modules of reading and writing tasks around that content.…”

Section: Focus On Content 1986-mentioning

confidence: 99%

Out of the Woods: Emerging Traditions in the Teaching of Writing

1991

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Twenty‐five years ago, writing instruction was characterized by an approach that focused on linguistic and rhetorical form. Since then, we have gone into the woods in search of new approaches, focusing in turn on the writer and the writer's processes, on academic content, and on the reader's expectations. In our search for a new approach, we have come up against some thorny issues, five of which are described in detail: the topics for writing, the issue of “real” writing, the nature of the academic discourse community, contrastive rhetoric, and responding to writing. The difficulty of negotiating our way also makes us susceptible to false trails. The paper ends with a discussion of emerging traditions that reflect shared recognitions rather than provide new methodologies.

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Section: Focus On Content 1986-mentioning

confidence: 99%

Out of the Woods: Emerging Traditions in the Teaching of Writing

1991

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“…Teachers must therefore act as cultural informants as well as surrogate audiences. They must investigate the requirements and expectations of academic assignments and then help their students analyze and understand U.S. academic assignments and readers (Canesco & Byrd, 1989;Horowitz, 1986;Reid, 1992;Smagorinsky & Smith, 1992). In my classes, we often examine actual academic assignments from across the curriculum, analyzing the parameters of the assignment, identifying the expectations of that academic reader/evaluator, and discussing strategies to meet those expectations.…”

Section: Appropriation and The Academic Audiencementioning

confidence: 99%

Responding to ESL Students' Texts: The Myths of Appropriation

Reid¹

1994

TESOL Quarterly

124

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Responding to students' texts is central to successful composition teaching and learning, yet many ESL writing teachers are fearful that their responses to students' academic prose may appropriate student texts and thereby disempower their students. This paper reviews the historical bases for the appropriation issue in native English speaker (NES) and ESL writing classrooms, then focuses on the reasons for the development of myths of appropriation: the exclusion of the social context in writing, both in the classroom and in academic discourse communities, as well as a tendency not to differentiate intervention from appropriation. As a direct result of these myths, many teachers have stepped outside the communication processes of their students. Instead of entering the conversation of composing and drafting, instead of helping students negotiate between their interests and purposes and the experiences and intentions of their academic readers, many teachers have retreated into a hands‐off approach to student writing. This article concludes with suggestions that encourage teachers to use their roles as writing experts and cultural informants to empower students in their writing.

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“…We determined these tasks from various sources including program evaluation reports (Burnaby, Cumming & Belfiore, 1986;Dionne, Cray, & Huot, 1988), end-of-term reports, student evaluations and, of course, needs analyses reports (Chase & Marshall-Smith, 1990;Martin & Sun, 1987). We also consulted published papers on the academic needs of learners in North America similar to our trainees (Canseco & Byrd, 1989;Horowitz, 1986;Johns, 1981;Ostler, 1980, to name a few). Finally, we took into account the intuitions of past and present teachers at the CCLC, whom we interviewed at various times during the CD period.…”

Section: Syuabus Designmentioning

confidence: 99%

Preparing and Implementing a Task-based ESL Curriculum in an EFL Setting: Implications for Theory and Practice

Gatbonton¹,

Gu²

1994

TESL

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Current knowledge about curriculum development (CD) comes into sharper focus when viewed in the light of experiences gained from developing curricula in different settings. The more distinct the new setting is from previous CD sites, the more interesting the perspective gained about this knowledge. In this paper we discuss a CD project set in Beijing, China. The challenges posed by developing curriculum in this unique setting are numerous. Foremost are those arising from having to negotiate a work-oriented English as a Second Language (ESL) curriculum acceptable to two groups of teachers with different cultural and professional backgrounds who must not only raise the proficiency level of heterogeneous groups of learners in a short period of time but must also participate in an exchange of skills program involving the new curriculum.

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Writing Required in Graduate Courses in Business Administration

Cited by 39 publications

References 8 publications

Out of the Woods: Emerging Traditions in the Teaching of Writing

Out of the Woods: Emerging Traditions in the Teaching of Writing

Responding to ESL Students' Texts: The Myths of Appropriation

Preparing and Implementing a Task-based ESL Curriculum in an EFL Setting: Implications for Theory and Practice

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