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What College Summit can teach us abo...

Dunbar, Katrina Monique.

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What College Summit can teach us about preparing students for workplace communication: A study of free-writing and motivational feedback strategies in technical and business writing classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	What College Summit can teach us about preparing students for workplace communication: A study of free-writing and motivational feedback strategies in technical and business writing classrooms./
Author:	Dunbar, Katrina Monique.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	163 p.
Notes:	Source: Dissertations Abstracts International, Volume: 76-08, Section: A.
Contained By:	Dissertations Abstracts International76-08A.
Subject:	Technical communication. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3670555
ISBN:	9781321473858

What College Summit can teach us about preparing students for workplace communication: A study of free-writing and motivational feedback strategies in technical and business writing classrooms.
Dunbar, Katrina Monique.

What College Summit can teach us about preparing students for workplace communication: A study of free-writing and motivational feedback strategies in technical and business writing classrooms. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 163 p.

Source: Dissertations Abstracts International, Volume: 76-08, Section: A.

Thesis (Ph.D.)--Illinois State University, 2014.

This item is not available from ProQuest Dissertations & Theses.

This dissertation examines the pedagogical practices of a non-profit organization, College Summit, that uses a pedagogy based on free-writing paired with motivational feedback strategies to aide students through the process of composing technical documents. Finding parallels between the documents that College Summit students and technical and business writing students compose in preparation for academic and workplace writing, qualitative and comparative case study methodologies were used in the technical and business writing classroom to determine if this population of students would find free-writing paired with motivational feedback to be effective. Addressing questions such as-what was the level of impact that free-writing and motivational feedback strategies had on students' ability to process their ideas before they began individual and collaborative writing projects? And, in what ways if any, did the free-writing and assessment strategies help prepare them for the realities of communicating in the workplace?-this dissertation reports the ways that free-writing paired motivational methods of feedback influenced students' writing processes, writing products, and perceptions in the technical and business writing classroom. The free-writing strategies include guided free-writing prompts and the assessment strategies includes positive only commentary, audio feedback, as well as a minimal marking technique that focuses on primarily providing feedback via end comments. Hence, the dissertation argues that the future of free-writing paired with motivational feedback lies in the technical and business writing classroom and recommends that technical and business writing instructors incorporate these pedagogical practices as part of their curricula in order to aid students through the writing process and in preparation for real-world workplace communication.

ISBN: 9781321473858Subjects--Topical Terms:

3172863
Technical communication.
Subjects--Index Terms:

College Summit

What College Summit can teach us about preparing students for workplace communication: A study of free-writing and motivational feedback strategies in technical and business writing classrooms.
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520 $a This dissertation examines the pedagogical practices of a non-profit organization, College Summit, that uses a pedagogy based on free-writing paired with motivational feedback strategies to aide students through the process of composing technical documents. Finding parallels between the documents that College Summit students and technical and business writing students compose in preparation for academic and workplace writing, qualitative and comparative case study methodologies were used in the technical and business writing classroom to determine if this population of students would find free-writing paired with motivational feedback to be effective. Addressing questions such as-what was the level of impact that free-writing and motivational feedback strategies had on students' ability to process their ideas before they began individual and collaborative writing projects? And, in what ways if any, did the free-writing and assessment strategies help prepare them for the realities of communicating in the workplace?-this dissertation reports the ways that free-writing paired motivational methods of feedback influenced students' writing processes, writing products, and perceptions in the technical and business writing classroom. The free-writing strategies include guided free-writing prompts and the assessment strategies includes positive only commentary, audio feedback, as well as a minimal marking technique that focuses on primarily providing feedback via end comments. Hence, the dissertation argues that the future of free-writing paired with motivational feedback lies in the technical and business writing classroom and recommends that technical and business writing instructors incorporate these pedagogical practices as part of their curricula in order to aid students through the writing process and in preparation for real-world workplace communication.
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