Thematische Bibliographien / Written communication / Zeitschriftenartikel
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Zeitschriftenartikel zum Thema „Written communication“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 29. Juli 2024

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1

Brown, Kathleen C. „Written Communication“. AAOHN Journal 38, Nr. 9 (September 1990): 455–56. http://dx.doi.org/10.1177/216507999003800908.

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2

Huws, Rhodri, und Gwyneth Sampson. „Therapy by written communication“. Sexual and Marital Therapy 6, Nr. 3 (Juli 1991): 323–26. http://dx.doi.org/10.1080/02674659108409609.

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3

Arroyo González, Rosario, und Coral Ivy Hunt Gómez. „Research on Written Communication“. International Journal of Learning: Annual Review 16, Nr. 3 (2009): 167–84. http://dx.doi.org/10.18848/1447-9494/cgp/v16i03/46157.

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4

Prabavathi, R., und P. C. Nagasubramani. „Effective oral and written communication“. Journal of Applied and Advanced Research 3, S1 (10.05.2018): 29. http://dx.doi.org/10.21839/jaar.2018.v3is1.164.

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People communicate using different methods such as sending an email, talking on the phone and placing print advertisements in specific places. Communication is the process of sending and receiving messages between two people, a person and a group or a group to a group. Written and oral communication is used daily in meetings, lecture halls and exams. Written and oral communication are unique in that each word used must have specific purpose, otherwise it can lead to misunderstandings. Over 70% of our time is spent communicating with others, and that’s the one interaction every person must do. Everyone must communicate their needs and ideas. Every organization must communicate its products and services. Unfortunately, many people have trouble in this area. Some just don’t have the professional impact they need to get ahead in today’s corporate world. Communication is technically defined as the process in which information is enclosed in a package and imparted from the sender to the receiver through a medium. Communication can be of many types and can be summarized in short as WOVEN, i.e. Written, Oral, Verbal, Electronic and Non-Verbal. Oral and written forms of communication are the most common and frequently used forms of communication. This article is a consolidation of details so as to help you understand in detail about oral and written forms of communication.
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Davies, Ian. „Communication in optical practice 4: Written communication“. Optician 2020, Nr. 5 (Mai 2020): 8258–1. http://dx.doi.org/10.12968/opti.2020.5.8258.

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In the latest in our series discussing the significance of communication and its influence on interaction with our patients, Ian Davies focuses on written communication, including the uses of questionnaires and social media.
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Beisenova, Zhainagul S., Ainur T. Bayekeyeva, Sabira M. Sapina, Bekzat B. Dinayeva und Aizada K. Utanova. „The Study of Creolized Texts in Written Communication“. Indian Journal of Applied Research 4, Nr. 5 (Oktober 2011): 1–2. http://dx.doi.org/10.15373/2249555x/may2014/219.

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Polselli, Paola. „Institutional written communication and multilingualism“. SALUTE E SOCIETÀ, Nr. 1 (Juni 2013): 121–46. http://dx.doi.org/10.3280/ses2013-001009en.

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Khalupo, Ol'ga Ivanovna. „Specificity of Official Written Communication“. Filologičeskie nauki. Voprosy teorii i praktiki, Nr. 7 (Juli 2020): 278–82. http://dx.doi.org/10.30853/filnauki.2020.7.55.

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Hajiyeva, Ilhama. „Oral and written communication skills“. Linguistic researches, Nr. 01 (2024): 187. http://dx.doi.org/10.59849/2664-5432.2024.1.187.

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Colombo, Laura (Violeta). „Standard Written Academic English: A Critical Appraisal“. International Journal of Literacy, Culture, and Language Education 1 (05.03.2012): 124–40. http://dx.doi.org/10.14434/ijlcle.v1i0.26830.

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Science today is mainly communicated through standard written academic English (SWAE). In this paper, I apply the postulations of Gramsci, Bourdieu and Canagarajah to show how domination structures are reproduced in scientific communication worldwide. I argue that these structures do not allow nondominant epistemologies and ways of producing and communicating science to participate in the international arena. I apply a critical lens to interpret each one of the terms present in SWAE. I propose that a critical appraisal of each one of these terms is the first step towards a more democratic conceptualization of science communication where the standards are not only seen as a means of innocuous communication but also as ideologically charged fictitious universals. It is my claim that understanding the arbitrary nature of these universals and the influence that language has on knowledge construction will give space to nondominant ways of producing and communicating knowledge.
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Milyoshina, Larisa V. „WRITTEN COMMUNICATION FEATURES OF MODERN STUDENT“. Известия Воронежского государственного педагогического университета, Nr. 3 (2020): 178–82. http://dx.doi.org/10.47438/2309-7078_2020_3_178.

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12

Tang, Chihsia. „Gratitude communication in academic written acknowledgement“. Pragmatics and Society 12, Nr. 4 (29.10.2021): 515–36. http://dx.doi.org/10.1075/ps.16018.tan.

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Abstract In the existing literature, no attempt has been made to inspect how men and women rhetorically manage their gratitude communications in the academic written discourse. To bridge this knowledge gap, the present article examined how students of different gender construct their thanking acts in the acknowledgements of their M.A. theses. Discrepancies between male and female postgraduates’ employment of linguistic patterns and gratitude themes were compared. The results showed that student writers’ gratitude communications to a certain extent are conditioned by the conventional rhetorical patterns of the academic genre. Remarkable gender variations were evidenced in the students’ selections of lexical items for encoding the thanking expressions, thanking modifiers, and gratitude themes of their acknowledgements. These gender discrepancies in gratitude communications are highly pertinent to the social expectations of masculinity and femininity, the students’ psychological orientations toward the emotion of thanking and their own value priorities.
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Francois, José. „Improving Family Medicine Residents’ Written Communication“. Canadian Medical Education Journal 3, Nr. 1 (30.04.2012): e64-e68. http://dx.doi.org/10.36834/cmej.36569.

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Background: Although competency in written communication is a core skill, written communication is seldom the focus of formal instruction in medical education. The objective of this intervention was to implement a self-assessment strategy to assist learners in improving their letter writing skills and then to evaluate its feasibility, reliability and potential educational value. Methods: Eight first-year family medicine residents from two teaching sites completing a six month family medicine rotation used a self-assessment process which included a self-study module and an assessment tool for letters. Each resident applied the self-assessment tool to eight to ten consecutive consult/referral request letters. Participants submitted initial and redrafted letters for independent rating. Results: Analysis of the content, style and global ratings of the initial 77 draft letters showed multiple deficiencies in the content of their letters. It was confirmed that by using the self-assessment tool, residents were able to reliably assess the quality of their letters. Residents’ assessments and those of the expert closely correlated (Pearson correlation 0.861, p < 0.0001). Over the course of the study the residents’ overall performance improved and the difference in total scores between the initial drafts and the rewritten letters narrowed. Conclusion: A self-assessment process of written communication significantly improves the quality and completeness of routine consult/referral request letters.
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Raciti, Maria M., und Tracey S. Dagger. „Embedding relationship cues in written communication“. Journal of Services Marketing 24, Nr. 2 (27.04.2010): 103–11. http://dx.doi.org/10.1108/08876041011031082.

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15

Farrell, Thomas J., und Richard Leo Enos. „Oral and Written Communication: Historical Approaches“. College Composition and Communication 42, Nr. 2 (Mai 1991): 256. http://dx.doi.org/10.2307/358212.

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Bizzell, Patricia, Bennett A. Rafoth und Donald L. Rubin. „The Social Construction of Written Communication“. College Composition and Communication 40, Nr. 4 (Dezember 1989): 483. http://dx.doi.org/10.2307/358250.

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17

Stratman, James F., und Thomas M. Duffy. „Conceptualizing Research on Written Management Communication“. Management Communication Quarterly 3, Nr. 4 (Mai 1990): 429–51. http://dx.doi.org/10.1177/0893318990003004002.

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Hagge, John, und Charles Kostelnick. „Conceptualizing Research on Written Management Communication“. Management Communication Quarterly 4, Nr. 3 (Februar 1991): 375–80. http://dx.doi.org/10.1177/0893318991004003006.

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Stratman, James F., und Thomas M. Duffy. „Conceptualizing Research on Written Management Communication“. Management Communication Quarterly 4, Nr. 3 (Februar 1991): 381–85. http://dx.doi.org/10.1177/0893318991004003007.

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20

Traxler, Matthew J., und Morton Ann Gernsbacher. „Improving written communication through minimal feedback“. Language and Cognitive Processes 7, Nr. 1 (Februar 1992): 1–22. http://dx.doi.org/10.1080/01690969208409378.

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21

Traxler, Matthew J., und Morton Ann Gernsbacher. „Improving written communication through perspective-taking“. Language and Cognitive Processes 8, Nr. 3 (August 1993): 311–34. http://dx.doi.org/10.1080/01690969308406958.

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22

Suchan, Jim. „Gauging Openness to Written Communication Change“. Journal of Business and Technical Communication 28, Nr. 4 (26.05.2014): 447–76. http://dx.doi.org/10.1177/1050651914536187.

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23

Kuo, Chin Y. „Forum: Communication skills: written and verbal“. International Journal of Environmental Engineering 3, Nr. 3/4 (2011): 391. http://dx.doi.org/10.1504/ijee.2011.041380.

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24

Bonk, Robert J., Paul T. Imhoff und Alexander H. D. Cheng. „Integrating Written Communication within Engineering Curricula“. Journal of Professional Issues in Engineering Education and Practice 128, Nr. 4 (Oktober 2002): 152–59. http://dx.doi.org/10.1061/(asce)1052-3928(2002)128:4(152).

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Holley, Robert P. „Effective Written Communication for Successful Management“. Journal of Library Administration 63, Nr. 1 (19.12.2022): 111–18. http://dx.doi.org/10.1080/01930826.2022.2146444.

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Brody, Jill. „The Social Construction of Written Communication:The Social Construction of Written Communication.“ Journal of Linguistic Anthropology 1, Nr. 1 (Juni 1991): 122–23. http://dx.doi.org/10.1525/jlin.1991.1.1.122.

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27

ABDERRAHMANE, BABNI. „COMPUTER-MEDIATED COMMUNICATION AND LANGUAGE EDUCATION: FOCUS ON WRITTEN COMMUNICATION“. i-manager’s Journal on English Language Teaching 9, Nr. 1 (2019): 50. http://dx.doi.org/10.26634/jelt.9.1.14781.

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Dinică, Răzvan C. „Non-verbal Communication - Indispensable Complement of Oral and Written Communication“. Procedia - Social and Behavioral Sciences 137 (Juli 2014): 105–11. http://dx.doi.org/10.1016/j.sbspro.2014.05.260.

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29

Bergman, Sofie, und Niklas Humble. „Sentiment analysis for emotional navigation in written communication“. European Conference on the Impact of Artificial Intelligence and Robotics 4, Nr. 1 (17.11.2022): 6–11. http://dx.doi.org/10.34190/eciair.4.1.878.

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A subfield of artificial intelligence is that of natural language processing and sentiment analysis. The interest in sentiment analysis has increased with the development of the internet and web 2.0. With sentiment analysis it is possible to analyse the sentiment or emotions of written communication through dictionary-based sentiment analysis or machine learning algorithms. However, sentiment analysis also holds the potential of supporting people with disadvantages in interpreting the nuances in written communication. One such group is autistic people. The aim of the study is to examine autistic peoples’ perceptions of important design factors and functionality for an application with sentiment analysis to support emotional navigation in written communication. This study has been conducted with the first steps of design science to outline the requirements of a potential application that can support autistic people to navigate the emotions in written communication with sentiment analysis. The problem to be addressed was identified through related research and one of authors’ own experience of navigating written communications with autism. The requirements for the application were the main focus for this study and has been the primarily concern for data collection. Data have been collected through semi-structured interviews with autistic people and analysed with thematic analysis. Results of the study provide several important recommendations for the design of applications with sentiment analysis to support autistic people navigate the emotions in written communication. The study further provides an understanding of autistic peoples’ needs when navigating written communication. These findings can be used by researchers and developers to design support-applications with autistic peoples’ needs in the centre. An interesting next step of research would be to develop a prototype with the findings of this study addressed in the application’s functionality and design, which could then be evaluated on a larger scale.
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Hopps-Wallis, Kathryn, und Bob Perry. „‘You can't Write that’: The Challenges of Written Communication between Preschools and Schools“. Australasian Journal of Early Childhood 42, Nr. 3 (September 2017): 22–30. http://dx.doi.org/10.23965/ajec.42.3.03.

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RECENT REFORMS IN AUSTRALIA have brought an increasing expectation on early childhood educators to work together across settings at times of children's transition. In particular, the transition to school has been identified as an important time when educators are required to collaborate in order to support children, families and communities. Written forms of communication have been encouraged, and in some cases mandated, as a basis for transferring information about children from preschools to schools. The premise of such initiatives is that the information will enhance children's transitions by assisting schools to build on children's prior experiences. However, there has been little research into the practice of preschool–school communication including issues that impact on it. This article reports the challenges preschool and school educators identified in using written channels to transfer information between settings. The results indicate that written communication can be problematic. Several issues are identified that shape written communication practices and limit their effectiveness as a support for children and as a means of developing positive relationships between settings.
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Lopez, Marifel C., Jaypeh Ju D. Punay und Joseph Bello Quinto. „Written correspondence: Challenges and adjustments of BACOM students in online learning“. ELT Forum: Journal of English Language Teaching 11, Nr. 2 (31.07.2022): 88–104. http://dx.doi.org/10.15294/elt.v11i2.53995.

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The sudden shift from traditional to online learning because of the COVID-19 pandemic has made written communication the primary method for students and instructors to send and receive information. However, most students still experience challenges when communicating with their instructors in written form, especially first-year university students. Henceforth, this study aimed to understand the written communication challenges of freshman Bachelor of Arts in Communication (BACOM) students of S.Y. 2020-2021. Specifically, the study intended to determine the challenges encountered by the participants in written correspondence with their instructors in terms of online learning, the consequences of the challenges identified, and the ways to improve written communication between the participants and their instructors. This qualitative study used Hermeneutic Phenomenology in one state university in Cordillera Administrative Region, Philippines. Data was gathered through an online focus group interview which was analyzed using Reflexive Thematic Analysis. Findings of the study show that the major challenges endured by the students are uncertainty, sensitivity, comprehension deficit, poor internet connection, and grammar inaccuracies. As a result of these difficulties, the outcomes identified by the students are delayed inquiries, poor performance, low self-esteem, and a communication gap. Based on the students' suggestions, effective written communication can be improved between instructors and students by employing empathy, online etiquette, systematized platform, initiative, feedback, cooperation, clarity of instructions, clarity of concerns, and open communication. Chiefly, this study demonstrates that both students and instructors should be aware of their respective roles and duties to establish healthy, productive, and effective learning and communication now that the learning system has shifted online.
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Teleky, Mariia. „Subjective modality of statements in written communication“. Current issues of social sciences and history of medicine, Nr. 4 (27.11.2014): 82–89. http://dx.doi.org/10.24061/2411-6181.4.2014.61.

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Campana, Deborah. „Information Flow: Written Communication among Music Librarians“. Notes 47, Nr. 3 (März 1991): 686. http://dx.doi.org/10.2307/941855.

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Fatihah, Annisa Al, Y. Yennita und Dedi Futra. „Students' Written Communication Skills in Science Learning“. Journal of Innovation in Educational and Cultural Research 3, Nr. 4 (22.08.2022): 564–72. http://dx.doi.org/10.46843/jiecr.v3i4.292.

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Communication skills are one of the skills needed by humans in the 21st century. Mathematical communication skills are very important for every student to have, this is useful so that students can understand the problems in science learning given and students are able to express their ideas in solving these problems. This study aims to describe the level of students' written communication skills in science learning. The type of research used is survey research. The sample of this research was 53 respondents of class VIII MTsN 4 Bengkalis. Data collection were techniques in the form of giving a test totaling 10 questions. The questions used refer to 4 aspects of communication skills, namely, 1) Changing the form of data presentation, 2) The accuracy of the use of notation, vocabulary, sketches, graphs, tables, and pictures, 3) The suitability of writing problem-solving steps, 4) Making conclusions. The average percentage of students' written communication skills for each aspect and each indicator is; 1) 72,96 for indicators changing the presentation of data, 2) 44,03 for indicators using graphs, tables, and diagrams, 3) 24,29 for indicators explaining events or experimental results and 4) 47,88 for concluding. In all aspects of written communication, the average score obtained is 47.29, which is included in the poor category.
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Nurhidayati, Nurhidayati, und Pabiyah Toklubok @ Hajimaming. „Communication Strategy On Students' Written Arabic Text“. Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature 4, Nr. 3 (31.12.2021): 335–52. http://dx.doi.org/10.22219/jiz.v4i3.17585.

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The purpose of this study was to describe how the communication strategy in student’s written text which included paraphrasing strategies, borrowing strategies and avoidance strategies. This research was a qualitative research with a socio-psycho-structural approach. The research data were verbal data in the form of data: (1) written fiction narrative, (2) interview transcription, and (3) observation notes. The data were analyzed by interactive analysis by Tarone’s comunication strategies. The result of the research showed that in solving the communication problem, Arabic language learners used the strategy based on the language between the Indonesia or the Javanese language, by generalizing the forms, creating paraphrases, creating words, and reconstructing sentences. Some of the communication strategies which were employed by learners were: (a) paraphrasing strategies, (b) borrowing strategies, and (c) avoidance strategies. Paraphrasing strategies were implemented through approximation techniques, creating or substituting word coinage, and using circumlocution. Borrowing strategies were done through the use of literal translation strategies, code mixes, requests for help, and use of mimic or gestures. Avoidance strategy was used through the process of avoidance of the use of language phrases that had not been properly mastered or avoid certain topics that would complicate the speaker in expressing the purpose of the speech.
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Antonenko, I. I. „CONTENT OF TEACHING PROFESSIONALLY ORIENTED WRITTEN COMMUNICATION“. Advanced Education, Nr. 4 (01.12.2015): 4–7. http://dx.doi.org/10.20535/2410-8286.56223.

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Anson, Chris M., Gesa Kirsch und Duane H. Roen. „A Sense of Audience in Written Communication“. College Composition and Communication 43, Nr. 1 (Februar 1992): 93. http://dx.doi.org/10.2307/357370.

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Jones, Christopher G. „Written and Computer-Mediated Accounting Communication Skills“. Business Communication Quarterly 74, Nr. 3 (30.08.2011): 247–71. http://dx.doi.org/10.1177/1080569911413808.

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Mascle, Deanna DeBrine. „Writing Self-Efficacy and Written Communication Skills“. Business Communication Quarterly 76, Nr. 2 (19.03.2013): 216–25. http://dx.doi.org/10.1177/1080569913480234.

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Casady, Mona, und Lynn Wasson. „Written Communication Skills of International Business Persons“. Bulletin of the Association for Business Communication 57, Nr. 4 (Dezember 1994): 36–40. http://dx.doi.org/10.1177/108056999405700407.

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41

Quible, Zane K., und Eric J. Ray. „Using the Internet in Written Business Communication“. Business Communication Quarterly 58, Nr. 4 (Dezember 1995): 11–15. http://dx.doi.org/10.1177/108056999505800402.

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The Internet already has become a pervasive force in our society, and projections are that it will continue to become even more so in the future. We educators need to be sure we are preparing our students adequately to use the rich resources found on the Internet. The purpose of this article is to help business communication instructors become more familiar with the Internet and to discuss ways its use- through several scenarios - can be incorporated into writ ten business communication courses.
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Leslie, S. K. „Practices of Internal Written Communication Training Programs“. Journal of Business Communication 23, Nr. 2 (01.04.1986): 51–56. http://dx.doi.org/10.1177/002194368602300206.

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Cadwell, Robert, und MJ Outcault Hill. „Improving written communication among English language learners“. Westcliff International Journal of Applied Research 2, Nr. 1 (01.04.2018): 63–68. http://dx.doi.org/10.47670/wuwijar201821rcmjoh.

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Teachers of English language learners (ELL) face two important tasks. First, they must help students master the content of a specific subject matter and compile evidence that students can demonstrate mastery. Second, they must help students achieve proficiency in academic English, both orally and in writing. In this short article, the authors would like to share some of the practical techniques researchers have found for helping students master the content of a specific subject matter and offer suggestions to help ELL students begin mastering the difficult task of communicating in writing.
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Папуша, И., und I. Papusha. „Units of Written Communication: Complex Syntactic Integer“. Scientific Research and Development. Modern Communication Studies 6, Nr. 6 (29.11.2017): 19–23. http://dx.doi.org/10.12737/article_5a1299b8280007.57701458.

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The article presents the description of a complex syntactic whole as the main unit of written communication in the aspect of the efficiency of its use in the texts of the book of functional styles. Special attention is paid to invariant matrices of complex syntactic whole, as the external forms of complex syntactic whole form stable multiple of the identity, and the analysis forms of complex syntactic whole allows to speak about given regularities of production / perception, which is impossible within the scope of a shape.
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Chiodo, Beverly A., und Barbara A. Hatcher. „Written Communication: More Powerful than the Polls?“ Journal of Education for Business 64, Nr. 3 (Dezember 1988): 140–42. http://dx.doi.org/10.1080/08832323.1988.10117347.

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Suciu, Lavinia, Simona Şimon und Annamaria Kilyeni. „Developing the PR Students’ Written Communication Skills“. Procedia - Social and Behavioral Sciences 191 (Juni 2015): 709–12. http://dx.doi.org/10.1016/j.sbspro.2015.04.489.

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Attan, Anie, Abdul Halim Abdul Raof, Noor Abidah Mohd Omar, Khairi Izwan Abdullah und Masputeriah Hamzah. „Establishing the Construct of Workplace Written Communication“. Procedia - Social and Behavioral Sciences 66 (Dezember 2012): 76–85. http://dx.doi.org/10.1016/j.sbspro.2012.11.249.

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Attan, Anie, Abdul Halim Abdul Raof, Masputeriah Hamzah, Khairi Izwan Abdullah und Noor Abidah Mohd Omar. „Developing a Profile of Workplace Written Communication“. Procedia - Social and Behavioral Sciences 70 (Januar 2013): 969–78. http://dx.doi.org/10.1016/j.sbspro.2013.01.147.

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Medvedeva, Natalya. „Methodological Model for Teaching Written Professional Communication“. Procedia - Social and Behavioral Sciences 236 (Dezember 2016): 283–88. http://dx.doi.org/10.1016/j.sbspro.2016.12.030.

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50

Hidayah, Nurul. „A Descriptive Study of Registers Found in Spoken and Written Communication (A Semantic Analysis)“. Register Journal 2, Nr. 2 (01.07.2016): 121. http://dx.doi.org/10.18326/rgt.v2i2.121-134.

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Annotation:
This research is descriptive study of registers found in spoken and written communication. The type of this research is Descriptive Qualitative Research. In this research, the data of the study is register in spoken and written communication that are found in a book entitled "Communicating! Theory and Practice" and from internet. The data can be in the forms of words, phrases and abbreviation. In relation with method of collection data, the writer uses the library method as her instrument. The writer relates it to the study of register in spoken and written communication. The technique of analyzing the data using descriptive method. The types of register in this term will be separated into formal register and informal register, and identify the meaning of register.Keywords: Register; Spoken and Written Communication; Jargon; Slang; Motherese
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