Business writing in academic and workplace contexts

Hollis-Turner, Shairn; Scholtz, Desiree

doi:10.2989/16073614.2010.545026

Cited by 5 publications

(4 citation statements)

References 20 publications

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“…Research conducted over the past twenty years has illustrated that, in the induction of novice writers into a new social context, the development of an awareness of the audience for which one writes is paramount as it reflects the writer's acknowledgement of the social practices shaping the genres therein (see for example, Herrington, 1985;Bazerman, 1988;Berkenkotter & Huckin, 1995;Johns, 1997;Freedman et al, 1994, Ramanathan & Kaplan,1996Hyland, 2004aHyland, , 2004bParetti, 2006;Hollis-Turner & Scholtz, 2010, Trimbur, 2010. As expounded by the tenets of genre analysis from an English for Specific Purpose (ESP) approach, the communicative purpose of a genre intrinsically informs its structure and content (Swales, 1990a;Bhatia, 1993), both of which are shaped by the values and expectations of the discipline and its members.…”

Section: Introductionmentioning

confidence: 99%

“…Fulfilling this social purpose entails the negotiation of three roles or personae; that of problem-solver; practical manager as well as the disciplinary thinker, whose objective is to 'perform knowledge' (Paretti, 2006: 189) for the lecturer. Taking up these roles then has implications for the audience which the student is seen to address; the 'simulated audience' which is represented by imagined clients and the 'real audience' as represented by the lecturers (Hollis-Turner & Scholtz, 2010: 242; see also Zhu, 2004).…”

Section: Introductionmentioning

confidence: 99%

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An exploration of the impact of students’ prior genre knowledge on their constructions of ‘audience’ in a Marketing course at postgraduate level

Bangeni

2013

English for Specific Purposes

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This article explores the development of audience awareness for two English additional language (EAL) graduate students making the transition from undergraduate Social Science disciplines into the professional discipline of Marketing at a South African university. The article examines the ways in which their conceptualisations of 'audience' shape their negotiation of the generic move structure informing a dominant genre within the discipline; the written case analysis. I argue that the students' struggle with realising the communicative purposes of the genre in their analyses has implications for how they engage with disciplinary theory within crucial moves. Data yielded by semi-structured interviews, reflection papers, as well as selected case analyses written by the students in the initial months of their postgraduate year illustrate how this struggle can be traced to a mismatch between their embodied understandings of the concept of 'audience' which are transported from undergraduate learning contexts, and 'audience' as prescribed by the communicative purpose of the written case analysis within a professional discipline. In making this argument, the article examines the ways in which an antecedent genre, the Social Science argumentative essay, contributes to this mismatch. The article concludes by outlining the pedagogical implications of the findings from an ESP perspective.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An exploration of the impact of students’ prior genre knowledge on their constructions of ‘audience’ in a Marketing course at postgraduate level

Bangeni

2013

English for Specific Purposes

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“…No matter which approach is employed in teaching business writing, contextualizing or de-contextualizing, or explicitly or implicitly, the lecturers need to be aware of the demands of the real business world and train the students to meet the demands of the business world (Arputhamalar & Kannan, 2015). This signifies that learning activities or exercises in class must be designed in ways that bridge the gap between academic and business contexts while enhancing students' capability to transfer what is taught in the classroom to what is required in the workplace (Hollis-Turner & Scholtz, 2010). Nunan (1999) described the deductive teaching approach as the instructional method that begins with "rules and principles and then applies the rules to particular examples and instances" (p.305).…”

Section: Business Writing In Real Business Vs Academic Contextsmentioning

confidence: 99%

Inductive teaching approaches in business English writing in an EFL context: Paper-based and product-based instructions

Rungwaraphong

2021

Engl. Lang. Teach. Educational. Journal

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The study reported in this article compared two different inductive instructional methods implemented in a Business English writing training, including paper-based instruction (PPI) and product-based instruction (PDI). It assessed the effectiveness and examined practical issues of the implementation of each method. A total of 46 Thai students majoring Business English program in a Thai university took part in this study. The students were randomly divided into two groups and put into either PPI or PDI training module. Data were collected from direct observations, focused-group discussions, and students’ writing scores. Qualitative data from the focused-group discussions and observation field notes were analyzed thematically using the grounded theory while students’ writing scores were cross-examined. Results of the study indicate that the fundamental dichotomies between both approaches include the tangibility, authenticity and contextuality. Students’ difficulties in formulating grammar and rules in writing on their own, and students’ perception of learning as a burden were found as the challenges occurred in both modules. The findings also indicate that both PPI and PDI modules trigger the dynamics and positive atmosphere; however, PDI resulted in more vigorous dynamics as student movements and interactions were relatively higher. Finally The findings of this study are beneficial instructors who are seeking innovative instructional methodology to improve their teaching of business English writing. Based on the findings of this study, PDI will enable instructors to create chances for students to learn in authentic professional environments, contexts and culture that are casted in the real-life business situations.

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“…They later contributed to the concern that new hires who were unfamiliar with domains (for example, discourse community knowledgewhich in most workplaces would include information and understanding about the company) are unlikely to be successful writers (Hollis-Turner & Scholtz, 2010).…”

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confidence: 99%

Contrastive Rhetorical Analysis of Business Undergraduates’ Sales Email Structure

Shauki

Singh

Zulkifle

2022

IJLEAL

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Understanding the differences in communication styles is becoming increasingly important in business communication as more companies expand their operations to include local and international operations. The purpose of this article is to compare the structural moves employed in the Singaporean and Malaysian promotional genres from the standpoint of moves analysis and comparison. Argument arises on the similarity and dissimilarity of business discourses involving the features of genres between these two neighbouring countries. As a result, a structural linguistics analysis was conducted in order to investigate the variations in communicative purposes as well as the lexical frequency of the sales emails that were written. The comparison between Singaporean sales promotional letter and Malaysian sales emails moves is based on Bhatia's (1993) Singaporean sales promotional letter moves. According to Bhatia's sales letter framework, there are seven moves, whereas in this study, seven moves were identified in Sales Inquiry Emails and nine moves were identified in Sales Reply Emails. Furthermore, Bhatia (1993) classified the moves into two categories: those that were required and those that were optional, based on their frequency of appearance in the text. In terms of communicative patterns, the similarities and differences between the two texts and their respective contexts were discovered. The difference between Singaporean and Malaysian languages, for example, can be explained by the fact that the distribution and sequence of moves differ between the two languages.

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Business writing in academic and workplace contexts

Cited by 5 publications

References 20 publications

An exploration of the impact of students’ prior genre knowledge on their constructions of ‘audience’ in a Marketing course at postgraduate level

An exploration of the impact of students’ prior genre knowledge on their constructions of ‘audience’ in a Marketing course at postgraduate level

Inductive teaching approaches in business English writing in an EFL context: Paper-based and product-based instructions

Contrastive Rhetorical Analysis of Business Undergraduates’ Sales Email Structure

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