Teaching Professional Writing Skills to the Baccalaureate Student

1993 ◽  
Vol 32 (7) ◽  
pp. 329-329
Author(s):  
Jill Berg ◽  
Patricia C Serenko
2018 ◽  
Vol 55 (3) ◽  
pp. 310-337 ◽  
Author(s):  
Karol Marek Klimczak ◽  
Marta Dynel

Professionals and individuals who invest in equity markets rely on financial analysts’ recommendations and reports to decide on what to invest in and when to trade. This study examines the role of two groups of communication strategies, evaluation markers and mitigators, in establishing analysts’ credibility. The sample consists of 80 reports written in Polish for companies listed on the Warsaw Stock Exchange in Poland. In this emerging market setting, where credibility is challenged by uncertainty, analysts deploy various strategies depending on the recommendation they make: “buy,” “hold,” or “sell” shares. The findings point toward a specific group of mitigators, namely subjectivization, as a means of communicating expert opinion. Regression results reveal that investors’ reaction to the publication of a recommendation to “hold” or “sell” shares, measured based on the changes in share prices, is stronger when subjectivization is used in a report. The findings carry implications for research into analyst behavior and for the development of professional writing skills.


Author(s):  
Delia Tănase

Abstract The present article highlights important aspects that need to be considered in the design of the academic linguistic training oriented to develop students’ technical documentation-related writing skills viewed as critical career-boosting skills that influence and condition employees’ promotion and graduates’ hiring chances. Technical documentation is an umbrella term covering different types of technical documents (e.g. technical reports, manufacturing standards, installation guides, quick references cards, troubleshooting guides, release notes, etc.) which, irrespective of usage or function, observe general characteristics and share essential features whose effective recognition and knowledgeability facilitate students’ upward career trajectory. The topic is discussed from the perspective of two teaching priorities - awareness of stylistic features characteristic of technical documentation and awareness of performance standards in terms of technical documentation production - within the ESP (English for Specific Purposes) and BELF (English as Business Lingua Franca) frameworks that prioritize the performative and lingua franca dimensions of the English language use in the currently-emerging globalized workplaces.


2020 ◽  
Vol 12 (1) ◽  
pp. 88-111
Author(s):  
Theresa Donovan ◽  
Teresa Quezada ◽  
Isabel Baca

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