Teaching First-Year Business Students to Summarize: Abstract Writing Assignment

Cox, Pamela L.; Bobrowski, Paula E.; Maher, Larry E.

doi:10.1177/108056990306600404

Cited by 7 publications

(4 citation statements)

References 6 publications

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“…Of course, we still may assign a bad news letter; however, the focus of the assignment will be to apply a range of competencies (depending on how far along we are in the semester) and to reinforce the overall principles of goals oriented and receiver centric. Furthermore, we provide a mix of messages when teaching each competency (e.g., Executive summaries and abstracts (Cox, Bobrowski, & Maher, 2003) PechaKucha presentations (Lucas & Rawlins, 2015) Evidence driven Customer complaint report:…”

Section: Classroom Implementationmentioning

confidence: 99%

The Competency Pivot

Lucas

Rawlins

2015

Business and Professional Communication Quarterly

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In this article, we outline a competency-based approach to teaching business communication. At the heart of this approach, classroom instruction, assignments, and evaluation center on a goals-oriented and receiver-centric understanding of communication in which students are taught strategies for meeting five core competencies of business communication: professional, clear, concise, evidence driven, and persuasive. This is not a reinvention of the curriculum but instead a pivot that positions existing disciplinary knowledge and best practices into a clear, memorable, and professionally oriented framework to help students build critical communication skills that can be applied strategically across a range of business situations.

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Section: Classroom Implementationmentioning

confidence: 99%

The Competency Pivot

Lucas

Rawlins

2015

Business and Professional Communication Quarterly

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“…Finally, writing the executive summary pushed students to return to the summary skills they had practiced at the beginning of the semester to succinctly, clearly, and persuasively give an overview of the entire business plan. The ability to summarize large quantities of information and to discern the most important elements is useful in business settings (Cox et al, 2003), especially in a world faced with information overload.…”

Section: Module 6: Completing the Business Plan And Presentationmentioning

confidence: 99%

Feature on Teaching: Bringing an Entrepreneurial Lens to the Business Communication Course

Tomlinson

2023

Business and Professional Communication Quarterly

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Instructors face myriad competing demands for topical coverage in their courses, while navigating pressure to teach in varied modalities and meet employers’ expectations for graduates. Starting from a Scholarship of Teaching and Learning framework, this article contributes to the bridging-the-gap literature by addressing local employers’ needs and proposing an entrepreneurship-based approach to business communication curriculum.

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“…Also advocating for explicit instruction, Casazza (1993) emphasizes the importance of directly showing students how to interact with texts and engage in meaning construction when summarizing. Cox, Bobrowski, and Maher (2003) also support explicit instruction on summary writing by sharing their experiences about how to teach business majors to critically evaluate source texts and identify key claims and ideas. Kirkland and Saunders (1991) maintain that when teaching summarization, teachers may need to first attend to the instruction of essential study skills such as note taking in order to help learners to keep track of the different levels of information presented in the texts.…”

Section: Review Of the Researchmentioning

confidence: 99%

Foreword: Multilinguality Across the Curriculum

Hall

2014

WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices

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Johns, A. M. (2001). ESL students and WAC programs: Varied populations and diverse needs. In S. H. McLeod, E. Miraglia, M. Soven, & C. Thaiss (Eds.), WAC for the new millennium: Strategies for continuing writing-acrossthe-curriculum programs (pp. 141-164). Urbana, IL: NCTE. Lancaster, Z. (2011). Interpersonal stance in L1 and L2 students' argumentative writing in economics. Across the Disciplines, 8(4). Retrieved from http:// wac.colostate.edu/atd/ell/lancaster.cfm Leki, I. (2003). A challenge to second language writing professionals: Is writing overrated? In B. Kroll (Ed.), Exploring the dynamics of second language writing (pp. 315-332). Cambridge, England: Cambridge University Press. Leki, I., & Carson, J. G. (1994). Students' perceptions of EAP writing instruction and writing needs across the disciplines. TESOL Quarterly, 28(1), 81-101. Lindsey, P., & Crusan, D. (2011). How faculty attitudes and expectations toward student nationality affect writing assessment. Across the Disciplines, 8(4). Retrieved from http://wac.colostate.edu/atd/ell/lindsey-crusan.cfm Matsuda, P. K., & Jablonksi, J. (2000). Beyond the L2 metaphor: Towards a mutually transformative model of ESL/WAC collaboration. Academic.Writing, 1. Retrieved from http://wac.colostate.edu/aw/articles/matsuda_jablon-ski2000.htm LINGUISTICALLY AND CULTURALLY INCLUSIVE WRITING PROGRAMS, COURSES, ASSIGNMENTS, ACTIVITIES, AND ASSESSMENTSRelated to the second bullet point in our list of expanded WAC/L2 principles, we turn now to another strand of research in SLW that has focused on the writing experiences of L2 students as they write in courses and contexts across the curriculum. Michelle Cox's (2011) review of this longitudinal research revealed that second language writers often struggle due to writing assignments that "assume deep cultural and historical knowledge of the US" (para. 9), the lack of scaffolding of assignments, the lack of time for completing the heavy reading and writing required by a project, and evaluation methods that focus too heavily on standard written English. There's also an abundance of SLW literature on developing linguistically and culturally inclusive assignments and writing curricula, noting especially the contributions made by Dana Ferris on teaching L2 writing (2004, 2009) and, in WAC contexts, Leki's pedagogical recommendations in her extensive body of work on L2 writers across disciplines. Also related to WAC contexts, Joy Reid and Barbara analyze eleven assignment descriptions from across the curriculum for accessibility and equity to L2 students, and then make recommendations for creating assignments that are more conducive for L2 student success. In their scholarship, SLW practitioners also address other faculty who work with L2 students, including composition instructors (such examples include work already cited, particularly

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Teaching First-Year Business Students to Summarize: Abstract Writing Assignment

Cited by 7 publications

References 6 publications

The Competency Pivot

The Competency Pivot

Feature on Teaching: Bringing an Entrepreneurial Lens to the Business Communication Course

Foreword: Multilinguality Across the Curriculum

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