Whacking WAC

Munter, Mary

doi:10.1177/108056999906200113

Cited by 10 publications

(8 citation statements)

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“…The short writing assignments not only help students improve their writing skills, the process of writing can improve student comprehension of a topic because it forces the writer to retrieve, organize, and express the topic internally (Emig 1977, Odell 1980. Some educators may reject the writing-within-the-discipline initiative because evaluating writing is "a job best left to English professors" (Munter 1999). We suggest that a writing assignment on an accounting topic cannot be adequately evaluated by non-accountants.…”

Section: Resultsmentioning

confidence: 99%

Improving The Writing Skills Of Accounting Students: An Experiment

Christensen

Barnes

Rees

2011

TLC

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This paper reports the results a writing improvement initiative in an accounting department at a small western university. Numerous surveys of accounting professionals have established the importance of writing skills for accounting graduates, and challenge business schools to revise curricula accordingly. To determine if a writing initiative in an accounting department could improve the writing skills of accounting students, a series of one-page essays were given to students in four accounting classes during the fall semester. The essays were evaluated on six writing skills recently judged by accounting professionals to be most important for new hires to possess. Feedback was provided after each essay. Results showed that the writing skills improved significantly after each essay. Accounting students can improve their writing skills if the accounting faculty is committed to providing timely feedback.

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Section: Resultsmentioning

confidence: 99%

Improving The Writing Skills Of Accounting Students: An Experiment

Christensen

Barnes

Rees

2011

TLC

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“…Business communication faculty can consult with colleagues in other business disciplines to sidestep the potential hazards of evaluating writing. Moreover, it is well established in the literature that many professors outside the writing disciplines are uncomfortable with the idea of teaching writing (Munter, 1999;Plutsky & Wilson, 2001;Riordan, Riordan, & Sullivan, 2000). While many of these professionals generally recognize good writing when they see it, some may find it difficult to articulate a series of writing performance goals tailored to a specific assignment.…”

Section: Discussionmentioning

confidence: 99%

Major Difference: An Examination of Student Writing Performance by Major and It's Implications for Business Communications

Sigmar¹,

Hynes²

2012

AIJ

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This study analyzes the writing performance levels of 352 students to determine the extent to which business students are achieving written communication competency and whether differences exist among the business majors. Although most students met or exceeded expectations in format and content on a common writing task, students were weakest in grammar and mechanics, with almost half scoring below expectations across all majors. The findings indicate no statistically significant differences in writing competency among majors. This study also suggests that business communicators can serve as "collegial consultants" in a cross-disciplinary effort to improve student writing.

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“…Likewise, Riordan, Riordan, and Sullivan (2000) found their WAC project significantly improved their students' writing skills; however, they expressed concerns such as the &dquo;varying levels of comfort in delivering classroom lectures&dquo; about writing and the increase in the amount of time to prepare and grade writing assignments (p. 57). Munter (1999) concurs, &dquo;Other faculty are not trained to teach business writing (p. 109). Moreover, she claims, &dquo;The assignments are wrong&dquo; (p. 109) and the &dquo;teaching of writing takes more time than WAC allows&dquo; (p. 110).…”

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confidence: 86%

Writing Across the Curriculum in a College of Business and Economics

Plutsky

Wilson

2001

Business Communication Quarterly

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A recent study examined how written communication concepts and skills have been integrated into core courses in the College of Business and Economics at California State University, Northridge. Writing-across-the-curriculum programs have met with mixed success. We wanted to see how elements of such a program were working at our university. Through a survey of faculty, we found the presence of both formal and informal writing policies, differences in standards for writing in upper-division core courses, differences in assignments, differences in assessment strategies and in the results of such assessments, and, finally, differences in perceptions about whether WAC is a good idea. In general, faculty do provide opportunities for students to write, but many feel students write poorly and thus can handle only easy assignments, and many faculty consider themselves ineffective teachers of writing. Based on this study we recommend the implementation of team-taught, interdisciplinary courses; the development of standards for writing and assessment ; and training programs for faculty who want to integrate writing into their courses.

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Whacking WAC

Cited by 10 publications

References 0 publications

Improving The Writing Skills Of Accounting Students: An Experiment

Improving The Writing Skills Of Accounting Students: An Experiment

Major Difference: An Examination of Student Writing Performance by Major and It's Implications for Business Communications

Writing Across the Curriculum in a College of Business and Economics

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