32. Teaching Writing Skills That Enhance Student Success in Future Employment

James P Coyle

doi:10.22329/celt.v3i0.3262

Abstract

The ability to write well is often critical for effective work performance. Although basic writing courses provide a foundation for college and university students, discipline-specific writing tasks and methods are frequently learned indirectly. Incorporating occupational writing skills in course curriculum better prepares students for future employment. This paper suggests a three-step process for teaching pertinent writing skills in college and university courses: identify writing skills relevant to post-graduation occupations, include writing in course learning modules, and assess writing skills with assignments that mirror workplace writing tasks. Balancing curricular learning with these workplace needs is an ongoing challenge for instructors.

Highlights

The ability to write well is often critical for effective work performance
Writing ability is often vital for effective work performance, demonstrating writing skills that are relevant to future employment is an essential learning outcome for higher education curriculum
Schools are assessing methods for writing instruction (Quible & Griffin, 2007; Wolff, 1996) and are recommending ways to continue writing instruction after foundational English composition courses (Alter & Adkins, 2006). These suggestions form the basis for a threestep plan for enhancing writing skills that improve competency in future employment

Summary

Employers Seek Effective Writers

Substandard writing skills have been noticed in schools and workplaces across disciplines. Haberstroh (1994) reported similar concerns in public relations companies, and Alter and Adkins (2001) discovered that up to one-third of graduate social work students had inadequate writing skills yet many did not use available writing assistance programs These studies made a number of recommendations for higher education, including. Schools are assessing methods for writing instruction (Quible & Griffin, 2007; Wolff, 1996) and are recommending ways to continue writing instruction after foundational English composition courses (Alter & Adkins, 2006) These suggestions form the basis for a threestep plan for enhancing writing skills that improve competency in future employment. Design course assignments that assess students’ ability to compose documents that are commonly produced in the workplace

Identifying Workplace Writing Skills

Include Writing Skills

Workplace Writing

Student Reactions