Learning How to Learn: Incorporating Metacognition in the Business Writing Classroom

Teaching business writing in the university can be done with both the use of technology and also with handwritten in-class assignments. This presentation will explain how using computers plus incorporating the old-fashioned handwritten in-class assignment is a more effective way to develop the students’ metacognitive skills

Beyond Composition: Teaching Students How to Transition from Composition Classes to the Business Writing Classes

Students often fail to apply writing skills learned from course to course. This presentation will address the transfer of students’ writing skills from two perspectives: the first-year composition instructor and the business writing instructor. Instructors can benefit from a dialogue on bridging the gap between courses

Grammar Games in the Business Writing Classroom

This paper describes a grammar game used to teach business students grammar rules in a way that reduces anxiety and motivates learning. Grammar instruction is often filled with terminology that intimidates many students, so it is important to explain grammar and writing issues using simple language rather than the complex jargon understood only by English majors. These games also enhance metacognition as students rely on one another, rather than just solely relying on the instructor, for explanations and answers to challenging problems. Students become aware of their own strengths and weaknesses and can transfer this knowledge to writing assignments in other classes and in the business world. Making the games competitive also keeps students engaged and focused on the lesson in a way that lectures and worksheets cannot; therefore, these games can be an alternative to the traditional grammar lessons

A Professionalism Conundrum: Development of Business Students

In this paper, we explore how two colleges of business at public, teaching-focused universities in the southeast are addressing what we call a professionalism conundru

BUSINESS WRITING: USING PERSUASIVE MEMORANDUMS ACROSS COURSES

Employers consider communication skills as essential in new hires, but business students seem to lose some of their writing skills by the time they reach senior-level courses. This paper shares the experiences of three professors who used a persuasive memorandum assignment in four 3000- and 4000-level business courses and applied the same core writing rubric. Insights from using this assignment across courses will be shared along with ideas for future research. We hope other professors will be encouraged to standardize expectations for writing quality across courses