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Articles on Writing Across the Curriculum—Business

Listed below are articles on this topic from the Campus Writing Program library. Short summaries and citations are provided when available.


Barbour, Dennis. "Collaborative Writing in the Business Writing Classroom: An Ethical Dilemma for the Teacher." The Bulletin of the Association for Business Communication (September 1990): 33-35.

This article explains how to grade writing when using collaborative groups in a business communications class. The problems: free riders and accurate grading of each student's contribution to the project. Some suggestions: have a balance of individual and group assignments; have members of a group grade the contribution of themselves and each other; teach students some practical group-dynamics ideas.

Davidson, Lawrence S. and Elisabeth C. Gumnior. "Writing to Learn in a Business Economics Class." Journal of Economic Education 24.3 (Summer 1993): 237-243.

Describes a course at Indiana University's Business School that incorporated write-to-learn assignments. Each student was assigned a country, and had to research and write on a topic from the perspective of that country. Assignments were recursive, and included feedback and revision. Argues that writing assignments made students more interactive, forced them to spend more time on task, and gave them a more accurate sense of what economics is.

Davis, Ken. "Managing Your Writing." College Accounting. Eds. Heintz, James et. al. South-Western Pub. 1993. 10-11.

Discusses the writing process in terms of management strategies, with twelve steps meant to optimize the writer's time.

Laufer, Doug, and Rick Crosser. "The 'Writing-Across-the-Curriculum' Concept in Accounting and Tax Courses." Journal of Education for Business (November/December 1990): 83-87.

How to use writing assignments in an accounting course, with sample assignments.

Law, Joe. "Learning to Write with E-mail in Money and Banking." Writing Across the Curriculum 7 (January 1998): 1,3.

In a 300-level course on money and banking, students are assigned to one of the newsgroups created for the course and must post once a week. Postings account for 20% of the course grade, and must conform to the guidelines outlined in the syllabus. These guidelines sketch out teacher expectations with respect to idea development, interaction with other students within the newsgroup environment, analysis of topics, and the ability to stimulate further discussion.

Nelson, Sandra J., and Douglas C. Smith. "Maximizing Cohesion and Minimizing Conflict in Collaborative Writing Groups." The Bulletin of the Association for Business Communication (June 1990): 59-62.

How to use collaborative writing groups in a business communication class.

Odell, Lee, and Dixie Goswami. "Writing in a Non-Academic Setting." Research in the Teaching of English 16.3 (Oct. 1982): 201- 223.

Examines writing done by administrators and case workers; interviewed the participants and analyzed writing samples. Results: workers in different positions write differently and justify their writing choices differently; all writers are sensitive to rhetorical context--writing varied according to its type, audience, subject. But what they judge as acceptable writing doesn't differ on these lines.

Parker, Frank, and Kim Sydow Campbell. "Linguistics and Writing: A Reassessment." College Composition and Communication 44.3 (Oct. 1993): 295- 314.

Describes several examples of linguistics theories or concepts (indirect speech acts, thematic progression, felicity conditions on requests, implicature) as they might be applied in professional or business writing contexts.

Peek, Lucia E., and George S. Peek. "Using Practitioner Articles to Develop Computer, Writing, and Critical Thinking Skills: Examples from the Accounting Curriculum." The Bulletin of the Association for Business Communication (December 1990): 17-19.

Argues for the use of writing assignments in accounting classes, specifically assignments that use articles published in the professional literature that discuss the uses of computer spreadsheets (the use of which all accounting students must be familiar with).

Pomerenke, Paula J., and Alyce Hochhalter. "My Favorite Assignment." The Bulletin of the Association for Business Communication (December 1990): 25- 27.

Two instructors share their favorite writing assignments for business communications classes.

Tebeaux, Elizabeth. "Redesigning Professional Writing Courses to Meet the Needs of Writers in Business and Industry." College Composition and Communication 36 (Dec. 1985): 419-428.

Describes the distinctions between courses/texts in technical writing, business writing, and science writing, and in the types of writing required in each of those courses. Summarizes the results of surveys of working people which indicate that the texts and courses don't emphasize the same types of writing that people on the job actually do. Recommends changes in business writing courses to make a better match to actual practice.

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