Substandard Writing Skills Have Been Noticed In Schools ✓ Solved

195195substandard Writing Skills Have Been Noticed In Schools And Work

Substandard writing skills have been noticed in schools and workplaces across disciplines. Writing courses and writing centre programs can teach students about grammar and composition, and library orientations help students effectively locate source material for papers and projects. However, writing skills, which are often related to specific disciplines or professions, are learned indirectly. Coursework that prepares students for future careers tends to focus on the curriculum content rather than the writing skills students use to present that content. Yet writing ability is often vital for effective work performance, thus demonstrating writing skills that are relevant to future employment is an essential learning outcome for higher education curriculum.

Many employers are alarmed about poor writing skills in new employees and have asked business schools to increase emphasis on writing (Quible & Griffin, 2007). Haberstroh (1994) reported similar concerns in public relations companies, and Alter and Adkins (2001) discovered that up to one-third of graduate social work students had inadequate writing skills yet many did not use available writing assistance programs. These studies made a number of recommendations for higher education, including incorporating occupational writing skills in course curriculum to better prepare students for future employment.

This paper suggests a three-step process for teaching pertinent writing skills in college and university courses: identify writing skills relevant to post-graduation occupations, include writing in course learning modules, and assess writing skills with assignments that mirror workplace writing tasks. Balancing curricular learning with these workplace needs is an ongoing challenge for instructors. Employers seek effective writers, and collecting examples of workplace writing can help align academic instruction with professional demands (Haberstroh, 1994; Wolff, 1996).

Identifying workplace writing skills involves understanding that workplace writing often differs significantly from academic writing. Academic assignments typically focus on testing knowledge through defining concepts and citing sources, whereas workplace writing centers on communication and documentation. Workplace documents include letters, reports, descriptions of tasks, emails, proposals, client contacts, and evaluations—each requiring specific styles and formats (Beaufort, 1998; White, 1997). These writings are often concise, audience-specific, and purpose-driven, with styles ranging from descriptive to persuasive or analytical, depending on the context.

Effective workplace writing also demands synthesizing information from multiple sources, advocating for causes, or reflecting critically. For example, persuasive writing is essential for proposals or advocacy, while descriptive writing supports clarity in data presentation. Style and tone must be attuned to the intended audience and purpose (Polk, 2009). Therefore, students benefit from observing and practicing these types of writing through examples from their fields, which can be gathered from instructor experiences or community input (Yu, 2010).

Developing learning modules that incorporate writing skills enhances students’ preparedness for professional communication. Such modules can include resources, examples of workplace documents, and exercises that apply real-world scenarios. Providing information about writing support services, such as university writing centres or specialized manuals (e.g., APA, MLA), emphasizes the importance of ongoing writing development (Strunk & White, 1999; Purdue OWL, 2010). Classroom activities might involve critiquing poorly written reports, practicing note-taking for reporting, or engaging in activities like brainstorming, drafting, and peer editing (Baker, 2005; Northey & McKibbin, 2009).

Further, exercises that mimic workplace writing demands—such as composing a brief analysis, response, or evaluation—prepare students for future tasks. These exercises can be structured for clarity, requiring students to start with a purpose statement, organize ideas logically, and revise drafts for clarity and professionalism (Baker, 2005). Small group discussions and individual writing tasks have proven effective in fostering confidence and skills, especially when feedback is provided (Northey & McKibbin, 2009).

Assignments replicating workplace documents serve as both assessment tools and learning opportunities. Examples include writing letters to media outlets, notes on client interactions, action plans, research proposals, and reports (Polk, 2009). Such assignments compel students to employ appropriate styles, formats, and referencing conventions specific to their discipline (Muller, 2010). For example, social work students might write a persuasive letter responding to a newspaper article, or develop a research proposal related to their field internship, culminating in presentations or posters (Alter & Adkins, 2006).

Feedback from students indicates that these tasks improve their clarity of thought, organization, and formatting, which translate into better performance in other coursework and professional settings. They become more aware of writing as a critical career skill rather than just a school requirement. The ability to craft clear, concise, and audience-appropriate documents enhances employability and professional competence—key outcomes in higher education (Haberstroh, 1999; Wolff, 1996).

Overall, integrating discipline-specific writing instruction within coursework, providing practical exercises, and assessing real-world writing tasks advance students’ preparedness for employment. As industries and communication channels evolve, fostering versatile and proficient writing skills remains essential for student success in the workforce (Quible & Griffin, 2007; Yu, 2010). Higher education institutions should therefore prioritize intentional, targeted writing education that bridges academic learning with professional practice, ensuring graduates are equipped with the writing competencies they need in their careers.

References

• Alter, C., & Adkins, C. (2001). Improving writing skills of social work students. Journal of Social Work Education, 37.
• Alter, C., & Adkins, C. (2006). Assessing student writing proficiency in graduate schools of social work. Journal of Social Work Education, 42.
• American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
• Baker, W. H. (2005). Writing for today’s workplace. Government Finance Review, 21(6), 48-50.
• Beaufort, A. (1998). Transferring writing knowledge to the workplace, Are we on track? In M. S. Garay & S. A. Bernhardt (Eds.), Expanding literacies: English teaching and the new workplace (pp. 1-20). Albany, NY: State University of New York Press.
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• Haberstroh, J. (1994). PR graduates don’t measure up as writers: What the pros think and what you can do about it. Public Relations Quarterly, 39(4), 22-24.
• Northey, M., & McKibbin, J. (2009). Making sense: A student’s guide to research and writing (6th ed.). Don Mills, ON: Oxford University Press.
• Polk, C. (2009). Workplace writing skills: Developing clarity and accuracy. Retrieved from http://sabes.org/curriculum/instruction/workplace-writing-skills1.pdf
• Wolff, A. (1996). Preparing MBA students for the world of professional communication. Business Communication Quarterly, 59(1), 86-94.