Abstract
Unlike undergraduate students in an introductory business- or technical- writing course, graduate students in an advanced professional-writing course seldom need to be motivated to study language, style, and genres. After de scribing the students in her advanced course, the author outlines the assign ments for her course, then focuses on one assignment that some students consider irrelevant. Rather than trying to justify the value of the assignment herself, the author posits a rhetorical case that requires students to justify the assignment themselves. Although the rhetorical case focuses on the book- review assignment, the case can be adapted to any assignment that encounters student resistance.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Iowa State Journal of Business and Technical Communication
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
