Transferring

Writing Knowledge
to the Workplace,
Are We on Track?
Presented By
Joy McClain & Shannon
Gray

Introduction
Most writing instruction focuses on academic context,
but the workplace does not use the academic genres.
Who is responsible for preparing students to be good
writers in the workplace?

What Research Tells us about Workplace

Writing
Academic

Emphasis on reflection and the creative process

Reflects the individuals point of view

Primary audience is the instructor

Primary purpose is to demonstrate knowledge

Workplace

Emphasis on action over Reflection

Reflects the institutions point of view

Varied and sometimes unknown audience

Varying purposes

The Issue of Transfer of Learning

and Writing Across Contexts
1900-1940s
General problem solving skills
Critical thinking, ethics, and study skills

1950s-1960s
More emphasis on knowledge related to specific context

1990s
Both general and local knowledge are needed

The Issue of Transfer of Learning

and Writing Across Contexts
Role of Metacognition
Thinking about thinking
This type of thinking entails
Monitoring ones own thinking and behavior in the midst of
doing it
Reflecting on what one knows and does

The Issue of Transfer of Learning

and Writing Across Contexts

General Knowledge

Local Knowledge

Grammar, vocabulary, spelling

Writing process as a problem solving activity

Specific content, specialized vocabulary

Political agendas of the context

Three Curricular Emphases That Can

Foster More Flexible and Fluent
Writers

Knowledge of the writing process

Writing in many genres
Reading the social context

Knowledge of the Writing Process

Emphasis is given to the writing process
rather than just the final product
(procedural knowledge).
Having that procedural knowledge helps
individuals become more competent writers
as they apply it to different contexts.

Writing in Many Genres

Using different types of texts for reading
and writing in English classes
Defining a text
Including texts that represent both high culture and
popular culture
Distinguishing less between literary and nonliterary
texts

Writing in Many Genres

Extending the range of genres, purposes,
and audiences in writing assignments
Increase in emphasis on learning to write for specific
disciplines
Increase in gaining real world experience through
service learning

Reading the Social Context

Renewed emphasis on rhetorical
considerations
Audience, purposes, writer-reader relationships
Broader look at social norms and values

Reading the Social Context

Social context lenses
Intertextual relations and social constructivist
analyses
Function of the text in a particular discourse
community

The Case Study of Ursula

Graduated from a well-regarded university with a B. A.
in English
Worked in several secretarial positions following college
Served as the administrative assistant to the Executive
Director of a non-profit organization

Adapting to Writing Processes in the

Workplace
Academic Writing

Greater control over the physical environment

Provided with more model texts

More time for multiple drafts

Individual assignments

Workplace Writing

Less control over the physical environment

Had to look for models for specific writing tasks

Shorter timespan to write

Collaborative writing experiences

Learning Workplace Genres

Learned to use many new forms
Incorporated the institutions viewpoint
Matched the appropriate tone to the task

Discourse Community Expectations

Learned her companys corporate culture
Met the expectations of a variety of readers

Transition from Academic to

Business Writing
Had she had training in thinking beyond a
specific context, Ursula would have known
to look for local knowledge more quickly.
She lacked a heightened awareness of all of
the elements of the rhetorical context.

Reflections for Composition

Teachers
Teachers should consider the fact that both
general and local knowledge are needed at
the same time.
Teachers should require different forms of
writing that include real world contexts.

A Final Thought
Teachers cannot teach everything students are
going to need to know for workplace writing, but
they can teach students the general skills and give
them the experiences they will need to be able to
apply those skills to a variety of different situations.

Work Cited
Beaufort, Anne. Transferring Writing
Knowledge to the Workplace, Are We on
Track? Expanding Literacies: English
Teaching and the New Workplace. Ed.
Mary Sue Garay and Stephen A. Bernhardt.
Albany: State University of New York Press,
1998. 179-199. Print.

Discussion Questions
Have your writing classes emphasized the
elements that Beaufort recommends?
How well have your writing classes prepared
you for the workplace?
In what ways do additional writing classes
better prepare students for workplace writing?