Abstract
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.
Recommended Citation
Sigmar, Lucia S. and Hynes, Geraldine E.
(2012)
"MAJOR DIFFERENCE: AN EXAMINATION OF STUDENT WRITING PERFORMANCE BY MAJOR AND ITS IMPLICATIONS FOR BUSINESS COMMUNICATION,"
Administrative Issues Journal: Vol. 2:
Iss.
1, Article 13.
Available at:
https://dc.swosu.edu/aij/vol2/iss1/13
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