Issue link: https://www.e-digitaleditions.com/i/54806
Students are more likely to retain writing concepts if they learn them in situ within their majors. Over the past few years, I have created intervention strat- egies for my required undergraduate classes that help me reduce student writing errors significantly. For example, in an upper-division course on organizational behavior, I've reduced surface errors by as much as 95 percent, intertwin- ing management theory and writing practice so students can apply what they learn directly to their studies. In a team- based gateway class, the collaborative nature of the work means I have less success reducing mistakes in composition. However, I still achieve a success rate of about 85 percent. I have found that, with some help, students can sub- mit quality writing that is acceptable both academically and professionally. I have learned that if I—an admittedly untrained faculty member—make some effort initially, I will actually save myself work in the long run. If I address errors early in the semester, students are less likely to repeat those errors later on. The Great Divide At my school, as at many others, the department of English handles the prerequisite business communications courses, while business faculty teach business theories in context. The working assumption is that students are more likely to succeed when different groups of specialized faculty teach them broad skills in communications and deep subject mat- ter in business. However, there's no proof that students recall and apply composition concepts once they've selected a major. In fact, I believe that students are more likely to retain writing con- cepts if they learn them in situ within their majors rather than through generalized training courses. But the business pro- fessor who attempts to teach writing faces many obstacles. For one thing, even English writing instructors agree that no single handbook is sufficient to cover all types of profes- sional communication. This makes it difficult for instructors to set expectations, design consistent writing deliverables, or evaluate written pieces—and makes it equally difficult for students to perform to standards. Adding to the problem is the fact that "global English" is constantly evolving due to the multinational nature of today's business environment. At the same time, many business school classrooms include ELL students—"English Language Learners" who do not speak English as their native tongue. Another issue revolves around assessment and the fact that so many people are teaching and assessing student writing that it's nearly impossible come up with set standards. The situation is so complicated that many instructors simply give up. But there are two responses that are far more positive. Not only does this sign contain a misuse of the possessive, its language is confusing. The financial aid is not offered to someone needing a haircut, but someone wishing to attend beauty school. The sign effectively demonstrates how even small errors in language can mislead readers in a crucial way. 44 BizEd MARCH/APRIL 2011 Taking the Challenge First, business instructors can complement their existing business skills by acquiring new skills in communication. In my own quest to do so, I read more than 40 articles from peer-reviewed journals such as College Composition and Communication and the Journal of Business Communication. I subscribed to email listservs targeted to business communi- cation faculty and writing center directors. I read two dozen books on the subject of composition, prose, and rhetoric. I reviewed many required and recommended books for fresh- man composition and sophomore business communication classes at my school. I also studied the supplemental readings written specifically by the English faculty. I focused on language use, grammar instruction, learn- ing styles, and instructional pedagogies at the beginning and intermediate levels. I balanced my reading materials by choos- ing some from the strict, prescriptive grammarian camp and some from the more progressive "many Englishes" camp. Along the way, I discussed ideas with English faculty and faculty in my own department. My goal wasn't to teach Eng- lish or business communication; my only goal was to help students in an incremental and measurable manner. Second, one or more business faculty should step up to take a leadership role in reforming the way business com- munication is taught at their schools. In my case, I partnered with a colleague in the English department to give a pre- sentation on business communication at my school's annual faculty retreat. I've always firmly believed it's easier to learn