On the Importance of Written Communication Skills and Student Awareness

2021 ◽  
pp. 210-231
Author(s):  
Jennifer Schneider
Keyword(s):  
Communication Skills ◽  
Essential Role ◽  
Additional Research ◽  
Business Success ◽  
Student Writing ◽  
Written Communication ◽  
Instructional Unit ◽  
Course Materials

Students often experience significant challenges in adopting discipline-specific terminology and conforming to related writing expectations that are embedded in course materials, assignments, and discussions. Further, although written communication skills are desired by employers and broadly recognized as critical to business success, students commonly underestimate the essential role of these skills in their careers. Additional research was needed in terms of what types of resources might improve both student writing and related awareness regarding the value of written communication skills. This chapter summarizes a study that examined an intervention in the form of a supplemental (in-course), self-paced, instructional unit designed to address the above-described challenge.

Tools for Analysis: Journals and Writing Skills

1986 ◽  
Vol 51 ◽  
pp. 10-11
Author(s):  
David M. Brodsky ◽  
Eileen M. Meagher
Keyword(s):  
High Schools ◽  
Political Science ◽  
Communication Skills ◽  
Writing Skills ◽  
Student Writing ◽  
English Department ◽  
Written Communication ◽  
Student Journals

Instructors directly responsible for improving student writing skills rely on many techniques, among them student journals, to help their charges master the rudiments of written communication. Instructors in such disciplines as political science, however, may exclude the development of written communication skills from the objectives they hope students achieve. Instead they regularly bemoan their students inability to put together two or three readily understandable sentences on any topic of concern, simultaneously condemning the high schools or English department for failing to teach students how to write.

scholarly journals Supportive Communication In Developing Housewife’s Entrepreneurial Of Home-Based Industry

2018 ◽  
Vol 34 (1) ◽  
pp. 61-71
Author(s):  
Ike Junita Triwardhani ◽  
Wulan Tri Gartanti
Keyword(s):  
Interpersonal Communication ◽  
Communication Skills ◽  
Communication Style ◽  
Business Success ◽  
Ethnography Of Communication ◽  
Supportive Communication ◽  
Good Communication ◽  
Home Based ◽  
Communication Approach

The role of women in the family is very important. In addition of taking care their household, women are also able to perform variety of other jobs, such as supporting the household economy by opening a home-based business. The effort to increase a home-based business’ success can be supported by the ability to build relationships with others. Supportive communication is a communication style at interpersonal communication level when someone wants to build a relationship. This study is based on framework of ethnography of communication and housewife’s entrepreneurial. Research method used is qualitative method with ethnographic communication approach. The subject of this research is housewife entrepreneurs of home-based industry. As home-based industry entrepreneurs, they always try to build relationships with employees, consumers, or suppliers as partners.  Building and maintaining relationships to develop the business require good communication skills. Supportiveness becomes a key requirement of communication to develop the relationship. The supports are given by delivering a good motivation for self and business partner, developing creativity according to the typical of each relationship, and also improving communication skills in marketing the products.

scholarly journals Teaching Communication Skills in Transactional Simulations

2019 ◽  
Author(s):  
Eric J. Gouvin ◽  
Katherine M. Koops ◽  
James E. Moliterno ◽  
Carol E. Morgan ◽  
Carol D. Newman
Keyword(s):  
Communication Skills ◽  
Oral Communication ◽  
Written Communication ◽  
Skills Education ◽  
E Mail

Published: Eric J. Gouvin, Katherine M. Koops, James E. Moliterno, Carol E. Morgan, and Carol D. Newman, Teaching Communication Skills in Transactional Simulations, 20 TENN. J. BUS. L. 429 (2019).This Article describes the role of communication exercises in transactional law and skills education, and provides several examples of such exercises. After a discussion of fundamental differences between communication in the context of litigation and transactional law, the Article discusses exercises designed to improve written communication skills, including the use of e-mail, in the context of transactional law. It follows with a similar discussion of exercises focusing on oral communication skills, including listening, interviewing, counseling, negotiation, and presentations. The Article concludes with examples of exercises combining oral and written communication skills in the context of simulated transactions.

Writing across the Business Curriculum: An Alternative Means of Developing and Assessing Written Communication Skills

1994 ◽  
Vol 24 (4) ◽  
pp. 435-447 ◽  
Author(s):  
David E. Ault ◽  
Joseph F. Michlitsch
Keyword(s):  
Communication Skills ◽  
Writing Across The Curriculum ◽  
Student Writing ◽  
Written Communication ◽  
Business Majors ◽  
Writing Classes ◽  
More Care ◽  
Alternative Means ◽  
Improved Design

For three years, the School of Business explored writing across the curriculum (WAC) approaches for developing written communication skills of undergraduate business majors. In selected classes, instructors stressed links between understanding concepts and being able to write clearly about them, improved design of assignments, and improved feedback to students. Instructors participating in this study concluded that a WAC approach improved the quality of student writing and the applications of course concepts. They also concluded that these improvements carried over to subsequent courses. Students reported using more care in revising drafts and more attention overall, to writing in certain settings. Their attention peaked when the instructor emphasized writing. A minority of students maintained, however, that writing should be evaluated only in writing classes taught by English faculty and that evaluation of writing should not be used to determine the grades they receive on assignments or for the course itself.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

Essential role of Sharpin in TNFα dependent NFκB activation in primary hepatocytes

2012 ◽  
Vol 50 (01) ◽  
Author(s):  
N Lange ◽  
S Sieber ◽  
A Erhardt ◽  
G Sass ◽  
HJ Kreienkamp ◽  
...  
Keyword(s):  
Essential Role ◽  
Primary Hepatocytes

Different Abilities of Thrombin Receptor Activating Peptide and Thrombin to Induce Platelet Calcium Rise and Full Release Reaction

1995 ◽  
Vol 74 (05) ◽  
pp. 1323-1328 ◽  
Author(s):  
Dominique Lasne ◽  
José Donato ◽  
Hervé Falet ◽  
Francine Rendu
Keyword(s):  
Essential Role ◽  
Calcium Influx ◽  
Dense Granule ◽  
Receptor Interaction ◽  
Thrombin Receptor ◽  
Release Reaction ◽  
External Calcium ◽  
Maximum Rise ◽  
Granule Release

SummarySynthetic peptides (TRAP or Thrombin Receptor Activating Peptide) corresponding to at least the first five aminoacids of the new N-terminal tail generated after thrombin proteolysis of its receptor are effective to mimic thrombin. We have studied two different TRAPs (SFLLR, and SFLLRN) in their effectiveness to induce the different platelet responses in comparison with thrombin. Using Indo-1/AM- labelled platelets, the maximum rise in cytoplasmic ionized calcium was lower with TRAPs than with thrombin. At threshold concentrations allowing maximal aggregation (50 μM SFLLR, 5 μM SFLLRN and 1 nM thrombin) the TRAPs-induced release reaction was about the same level as with thrombin, except when external calcium was removed by addition of 1 mM EDTA. In these conditions, the dense granule release induced by TRAPs was reduced by over 60%, that of lysosome release by 75%, compared to only 15% of reduction in the presence of thrombin. Thus calcium influx was more important for TRAPs-induced release than for thrombin-induced release. At strong concentrations giving maximal aggregation and release in the absence of secondary mediators (by pretreatment with ADP scavengers plus aspirin), SFLLRN mobilized less calcium, with a fast return towards the basal level and induced smaller lysosome release than did thrombin. The results further demonstrate the essential role of external calcium in triggering sustained and full platelet responses, and emphasize the major difference between TRAP and thrombin in mobilizing [Ca2+]j. Thus, apart from the proteolysis of the seven transmembrane receptor, another thrombin binding site or thrombin receptor interaction is required to obtain full and complete responses.

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