Towards Enhancing Written Communication Skills in the Army: Cognitive and Metacognitive Perspective

1987 ◽  
Author(s):  
Linda Baker
Keyword(s):  
Communication Skills ◽  
Written Communication

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

Tools for Analysis: Journals and Writing Skills

1986 ◽  
Vol 51 ◽  
pp. 10-11
Author(s):  
David M. Brodsky ◽  
Eileen M. Meagher
Keyword(s):  
High Schools ◽  
Political Science ◽  
Communication Skills ◽  
Writing Skills ◽  
Student Writing ◽  
English Department ◽  
Written Communication ◽  
Student Journals

Instructors directly responsible for improving student writing skills rely on many techniques, among them student journals, to help their charges master the rudiments of written communication. Instructors in such disciplines as political science, however, may exclude the development of written communication skills from the objectives they hope students achieve. Instead they regularly bemoan their students inability to put together two or three readily understandable sentences on any topic of concern, simultaneously condemning the high schools or English department for failing to teach students how to write.

On the Importance of Written Communication Skills and Student Awareness

2021 ◽  
pp. 210-231
Author(s):  
Jennifer Schneider
Keyword(s):  
Communication Skills ◽  
Essential Role ◽  
Additional Research ◽  
Business Success ◽  
Student Writing ◽  
Written Communication ◽  
Instructional Unit ◽  
Course Materials

Students often experience significant challenges in adopting discipline-specific terminology and conforming to related writing expectations that are embedded in course materials, assignments, and discussions. Further, although written communication skills are desired by employers and broadly recognized as critical to business success, students commonly underestimate the essential role of these skills in their careers. Additional research was needed in terms of what types of resources might improve both student writing and related awareness regarding the value of written communication skills. This chapter summarizes a study that examined an intervention in the form of a supplemental (in-course), self-paced, instructional unit designed to address the above-described challenge.

scholarly journals Assessment of Memorandum Writing in a Quantitative Business Context

2018 ◽  
Vol 82 (1) ◽  
pp. 38-52
Author(s):  
Julie Ann Stuart Williams ◽  
Joshua Schutts ◽  
Kristine Gallamore ◽  
Nicholas Amaral
Keyword(s):  
Student Performance ◽  
Communication Skills ◽  
Operations Management ◽  
Written Communication ◽  
Assessment Data ◽  
Business Context ◽  
Pedagogical Interventions ◽  
Business Course ◽  
Over Time

This article examines a manageable approach that provides students with significant opportunities to write and improve their writing over time in an introductory quantitative business course. The study examines six elements of written communication skills, as evidenced by assessment data from memorandum assignments administered following pedagogical interventions throughout the semester in an operations management course. Results demonstrate that student performance of audience identification, action-oriented request, and punctuation improved. Interestingly, student performance of grammar slightly decreased. A follow-up analysis indicates that some writing mistakes were related to a lack of proofreading. This article also presents original memorandum assignments and suggestions for improvement.

Fluency in social work essays

2013 ◽  
Vol 17 (1) ◽  
pp. 49-63
Author(s):  
Robbie Duschinsky ◽  
Sue Lampitt ◽  
Jamie Thompson
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Social Theory ◽  
Communication Skills ◽  
Academic Writing ◽  
Written Communication ◽  
Essay Writing ◽  
Social Work Educators ◽  
The One

As Paltridge (2004, p.90) has claimed, ‘there is no such thing as the one-size-fits-all academic essay that can be written in all areas of study’. Yet research on academic writing by scholars such as Ivanič and Lillis and ideas from social theory offer useful insights, which can be applied to the specific demands of essay-writing on pre-qualifying social work degrees. By failing to clarify how students may succeed, social work educators may misdirect their efforts to improve students’ written communication skills or make students feel falsely that they personally are not smart or hard working enough to meet the requirements of higher education. We close the article by proposing 22 unspoken requirements for success in social work essay-writing, and drawing out the implications of our analysis for social work educators.

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