Abstract
This chapter presents how the five Business English students’ discursive construction of professional identity was received or in a sense validated by eight international business practitioners. On the whole, these professionals viewed the students’ deployment of genre knowledge in their writing in the business genres in positive light and also related the students’ genre performance to their professional identity. Based on their comments, this chapter reveals the expertise (evidence in the positive comments) and gaps (the negative comments) of the five focal students in their discursive construction of professional identity. The international business professionals’ comments also inform the generation of a scheme for giving feedback on students’ writing in business genres.
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