A History of Professional Writing Instruction in American Colleges: Years of Acceptance, Growth, and Doubt

1994 ◽  
Vol 45 (2) ◽  
pp. 274 ◽  
Author(s):  
Katherine H. Adams
Keyword(s):  
Writing Instruction ◽  
Professional Writing ◽  
History Of

A Historical Overview of Writing and Technology

2014 ◽  
pp. 329-336
Author(s):  
Trevor Thomas Stewart
Keyword(s):  
Writing Instruction ◽  
Digital Age ◽  
Writing Classroom ◽  
Historical Overview ◽  
Instructional Task ◽  
Use Of Technology ◽  
History Of Writing ◽  
History Of

This chapter discusses the history of writing and technology and offers an overview of the integration of advances in the use of technology in the writing classroom. The author has framed this overview by highlighting the importance of selecting the most appropriate tool for any instructional task. Grounded in the belief that writing is a key skill for students to master for success in the classroom and, more importantly, beyond the classroom, this chapter is designed to open a theoretical and practical dialogue between readers and this book about how to best theorize and enact meaningful writing instruction in the digital age.

scholarly journals Classification des sujets abordés dans dix manuels de rédaction web: vers un outil de référence pour l’enseignement universitaire

2016 ◽  
Vol 9 (1) ◽  
pp. 1-12
Author(s):  
Marie-Josée Goulet ◽  
Christine Fournier
Keyword(s):  
Qualitative Analysis ◽  
Writing Instruction ◽  
Professional Writing ◽  
Core Knowledge ◽  
Content Relevance ◽  
The University ◽  
The Web

RÉSUMÉ: Cet article présente une classification des sujets spécifiques abordés dans dix manuels de rédaction Web. Le résultat de la classification constitue une liste pratique de sujets généraux pouvant servir de base à l’enseignement de cette matière à l’université. Cette partie de l’analyse révèle notamment que l’expertise rédactionnelle est présente dans les manuels. Ainsi, la rédaction Web pourrait-elle être considérée comme une forme de rédaction professionnelle? En outre, l’analyse qualitative révèle que sept sujets spécifiques sont communs aux manuels du corpus, par exemple: l’hypertexte et la pertinence du contenu, ce qui suggère qu’un noyau de connaissances est en train de s’établir dans ce domaine. En conclusion, l’étude des dix manuels confirme que la rédaction Web est complexe et multidisciplinaire.MOTS-CLÉS: rédaction Web; enseignement de la rédaction Web; écriture Web; hypertexte; sites Web.  RESUMO: Este artigo apresenta uma classificação de temas específicos em dez manuais de redação Web. O resultado da classificação é uma lista prática de tópicos gerais que podem servir de base para o ensino do tema na universidade. Essa parte da análise revela especialmente que a competência editorial está presente nos manuais. Assim, a redação na Web pode ser considerada uma forma de escrita profissional? Além disso, a análise qualitativa revela que sete temas específicos são comuns aos manuais do corpus, por exemplo: hipertexto e relevância do conteúdo, o que sugere que um núcleo de conhecimentos está sendo estabelecido nessa área. Em conclusão, o estudo de dez manuais confirma que a escrita na Web é complexa e multidisciplinar.PALAVRAS-CHAVE: redação na Web; ensino de redação na Web; escrita na Web; hipertexto; sitesWeb. ABSTRACT: This article presents a classification of specific topics in ten Web writing manuals. The result of the classification is a practical list of general topics which can be the base to the teaching of the theme at the university. This part of the analysis reveals that the editorial expertise is present in the manuals. Thus, can writing on the web be considered as a kind of professional writing? In addition, the qualitative analysis shows that seven specific topics are common to the corpus manuals, for example hypertext and content relevance, suggesting that core knowledge is being established in this domain. In conclusion, this study of ten textbooks confirms that Web writing is complex and multidisciplinary.KEYWORDS: composing on the Web; Web writing instruction; writing on the Web; hypertext; Websites.

The Writing of Nurse Managers: A Neglected Area of Professional Communication Research

1996 ◽  
Vol 59 (1) ◽  
pp. 54-66 ◽  
Author(s):  
Lee A. Spears
Keyword(s):  
Writing Instruction ◽  
Undergraduate Education ◽  
Nurse Educators ◽  
Nurse Managers ◽  
Nursing Programs ◽  
Professional Communication ◽  
Professional Writing ◽  
Communication Research ◽  
Workplace Writing ◽  
Professional Power

The practice and teaching of nurse management writing has received little attention in professional communication journals. This study is based on sec ondary research, examination of documents written by nurse managers, and interviews with 54 nurse managers and 13 nurse educators. It indicates that writing a variety of business communications is a crucial career task jor nurse managers, directly affecting their professional power. However, most nurse managers interviewed believed their undergraduate education had not pre pared them adequately for their workplace writing and perceived a need for professional writing instruction in four-year nursing programs.

scholarly journals What a Generalist Tutor Can Do: A Short Lesson from a Tutoring Session

2017 ◽  
Vol 27 ◽  
pp. 58-68
Author(s):  
Tomoyo Okuda
Keyword(s):  
Learning Environment ◽  
Writing Instruction ◽  
Canadian Journal ◽  
Graduate School ◽  
Doctoral Student ◽  
Writing Studies ◽  
Hierarchical Learning ◽  
Cross Border ◽  
History Of ◽  
The U.S

In parallel to the unique history of writing instruction, Canadian writing specialists have drawn on different theories and principles from the U.S. literature in building their writing studies scholarship (Giltrow, 2016; Graves, 1993; Graves & Graves, 2006; Paré, 2017; Smith, 2006). This is evident in the “Statement on Writing Centres and Staffing” published by the Canadian Journal for Studies of Discourse and Writing (Graves, 2016). As a doctoral student researching U.S.-based writing centres from day one of graduate school, one striking cross-border difference I find was the statement’s clear recommendation that writing centres are fundamentally teaching units in which students learn to write in their disciplines. In American writing centre theory, peer tutoring is the basis of writing centre philosophy, with some claiming that the tutor’s unfamiliarity of the tutee’s discipline enhances the non-hierarchical learning environment (Bruffee, 1995; North, 1984; Pemberton, 1995).

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