Perceptions of Memo Quality: A Case Study of Engineering Practitioners, Professors, and Students

Autor/inn/en	Amare, Nicole; Brammer, Charlotte
Titel	Perceptions of Memo Quality: A Case Study of Engineering Practitioners, Professors, and Students
Quelle	In: Journal of Technical Writing and Communication, 35 (2005) 2, S.179-190 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2816
Schlagwörter	Technical Writing; Rhetoric; Textbooks; Engineering; Case Studies; Engineering Education; Work Environment; Writing Instruction; Content Area Writing; College Instruction; College Faculty; Teacher Attitudes; College Students; Student Attitudes; Business Communication; Comparative Analysis + Suchen Sie Ihr Suchwort? Technical documentation; Technische Dokumentation; Rhetorik; Textbook; Text book; Schulbuch; Lehrbuch; Maschinenbau; Case study; Fallstudie; Case Study; Ingenieurausbildung; Arbeitsmilieu; Schreibunterricht; Schriftliche Übung; Hochschullehre; Fakultät; Lehrerverhalten; Collegestudent; Schülerverhalten; Unternehmenskommunikation
Abstract	One goal of college technical writing courses is to prepare students for real-world writing situations. Business writing textbooks function similarly, using guidelines, sample assignments, and model documents to help students develop rhetorical strategies to use in the workplace. Students attend class, or read and perform exercises in a textbook, with the faith that these skills will apply to workplace writing. In an attempt to better understand the similarities and differences between industry and academe's expectations of one genre of workplace writing, the memo, we compared the perceptions of memo quality by engineering faculty, students, and practitioners. All three groups responded to three sample memos taken from textbooks used by engineering professors in their undergraduate classrooms. The results indicate that students' and engineers' opinions of memo quality were more closely related to one another than to professors' comments, focusing on content, while professors were the most critical of style issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10