Seeking Proficiency: Exploring Student Perceptions of Professional Writing Skills
Start Date
April 2024
Location
MCD 130
Abstract
To more clearly understand undergraduate perceptions of their writing skills, this research study aims to uncover potential gaps between undergraduate academic writing and professional writing within the business industry. More specifically, participants include undergraduate students, studying either Business or Communication, at Xavier University. Participants completed a comprehensive survey asking specific questions about perceptions of their own professional writing skills. The survey addresses questions pertaining to the respondents' demographic information and experiences, perception of their own writing skills, and potential on campus resources or lack thereof. Findings conclude that there is a significant lack of confidence in undergraduate Business and Communication students' professional writing skills. These findings might add to the conversation about professional writing pedagogy for students entering these fields, and how this gap might impact young business professionals entering the workforce.
Seeking Proficiency: Exploring Student Perceptions of Professional Writing Skills
MCD 130
To more clearly understand undergraduate perceptions of their writing skills, this research study aims to uncover potential gaps between undergraduate academic writing and professional writing within the business industry. More specifically, participants include undergraduate students, studying either Business or Communication, at Xavier University. Participants completed a comprehensive survey asking specific questions about perceptions of their own professional writing skills. The survey addresses questions pertaining to the respondents' demographic information and experiences, perception of their own writing skills, and potential on campus resources or lack thereof. Findings conclude that there is a significant lack of confidence in undergraduate Business and Communication students' professional writing skills. These findings might add to the conversation about professional writing pedagogy for students entering these fields, and how this gap might impact young business professionals entering the workforce.
