Relevant bibliographies by topics / Nonacademic Writing

Academic literature on the topic 'Nonacademic Writing'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Nonacademic Writing"

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Phillips, Jerry. "Nonacademic Writing Process." Adult Learning 5, no. 3 (January 1994): 19–20. http://dx.doi.org/10.1177/104515959400500309.

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Savage, Gerald J. "Doing Unto Others through Technical Communication Internship Programs." Journal of Technical Writing and Communication 27, no. 4 (October 1997): 401–15. http://dx.doi.org/10.2190/mmqf-15ye-2ydy-6ap8.

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While technical writing continues to struggle for recognition as a legitimate academic discipline, English programs are increasingly perceived not only by nonacademics, but by academics in other fields as having little relevance in nonacademic professions. Internships are routine components of technical communication programs, but they can offer excellent professional opportunities to English majors who do not plan academic careers. A technical communication internship program expanded to encompass the nonacademic needs and interests of English majors has benefits for the English department, for English majors, and for the technical communication profession. First, it can enhance enrollments and retention in the English program. Second, it can build the credibility of the English curriculum in the nonacademic professional community. Finally, it can enhance the credibility of technical communication within the English department. It is to our advantage to do whatever we can to support our English department colleagues rather than to undermine their often precarious status in the academy and in society.
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Odell, Lee, Dixie Goswami, and Rick A. Eden. "Book reviews: Writing in nonacademic settings." IEEE Transactions on Professional Communication PC-30, no. 2 (1987): 112–13. http://dx.doi.org/10.1109/tpc.1987.6449052.

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Grant-Davie, Keith. "Teaching Technical Writing with Only Academic Experience." Journal of Technical Writing and Communication 26, no. 3 (July 1996): 291–305. http://dx.doi.org/10.2190/aa5p-ca40-gv64-qpht.

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Can technical writing still be taught credibly by teachers with only academic experience? This article draws a distinction between courses designed for students expecting to be full-time technical communicators and general-purpose service courses designed for students in a variety of fields. The article then argues that teachers of service courses can teach credibly without having worked as writers in nonacademic workplaces if they fulfill these conditions: they should have a critical command of research into nonacademic writing, rhetorical theory, and reading theory; they should define technical writing broadly enough to see themselves as technical writers; they should seek and take advantage of everyday opportunities to practice technical writing and reading; and they should carefully consider the sense in which their courses reflect reality.
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Boice, Robert. "Nonacademic Writing: Social Theory and Technology (Book Review)." College & Research Libraries 57, no. 5 (September 1, 1996): 482–84. http://dx.doi.org/10.5860/crl_57_05_482.

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Charney, D. "Nonacademic Writing: Social Theory and Technology [Book Review]." IEEE Transactions on Professional Communication 39, no. 4 (December 1996): 239. http://dx.doi.org/10.1109/tpc.1996.544580.

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Moses, Joseph. "Agile Writing." International Journal of Sociotechnology and Knowledge Development 7, no. 2 (April 2015): 1–13. http://dx.doi.org/10.4018/ijskd.2015040101.

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Scrum methodologies that support cross-functional writing teams to develop polished increments of writing instead of lengthy drafts of documents stand to improve productivity and learning within organizations. Scrum methodologies may be deployed in higher education as well as in nonacademic settings to achieve purposeful knowledge transfer across disciplines and across academic/industry borders. Key to scrum is an emphasis on productivity within fixed time frames, with productivity facilitated by learning that emerges in cross-functional teams. Higher education is similarly a domain in which productivity in fixed time frames takes the measure of student learning. Across the disciplines, scrum methodologies show promise for improving the quality of collaborative problem-solving in writing projects in college and at work.
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Rose, Mike. "Writing Our Way into the Public Sphere." Teachers College Record: The Voice of Scholarship in Education 120, no. 10 (October 2018): 1–18. http://dx.doi.org/10.1177/016146811812001008.

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Background/Context The article is a reflection of the importance of bringing educational research into the public sphere, with particular emphasis on writing for broader, nonacademic audiences. Purpose The purpose of the article is to argue for making educational research more accessible to a broader public and to present suggestions for graduate-level writing instruction to do so. Research Design This article is an analytic essay. Conclusions/Recommendations I conclude with some thoughts about the ways “public scholarship” benefits both public awareness and research itself and also offer several suggestions as to how the profession can encourage public scholarship.
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Sommer, Vítězslav. "The Economics of Everyday Life in “New” Socialism." History of Political Economy 51, S1 (December 1, 2019): 52–72. http://dx.doi.org/10.1215/00182702-7903228.

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The article explores the effort by economists and economic journalists in Czechoslovakia in the 1960s to translate economic knowledge to the political language of reform communism. Czechoslovak economists aimed to cultivate public understanding of economic issues and to disseminate economic knowledge among the nonacademic public, not only through politically engaged writing in the journal Ekonomická revue, but also through research on management to change managers’ behavior, habits, and competencies. In this important communication with nonacademic recipients, experts translated their economic knowledge to the specific managerial language of advice and personal self-development. A significant part of management studies literature was concerned with capitalist economies, especially capitalist managerial praxis. It thus contributed to the social academic and journalistic genre of the 1960s that focused on exploring capitalism and the West.
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Imbrenda, Jon-Philip. "“No Facts Equals Unconvincing”: Fact and Opinion as Conceptual Tools in High School Students’ Written Arguments." Written Communication 35, no. 3 (April 13, 2018): 315–43. http://dx.doi.org/10.1177/0741088318768560.

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In this study, I present a qualitative analysis of 11 writing portfolios drawn from a yearlong instructional program designed to apprentice students into the practices of argumentative writing typical of early-college coursework in the United States. The students’ formal and informal writings were parsed into utterances and coded along two developmental dimensions: reciprocity, or the extent to which each utterance answered to the immediate context in which it was generated; and indexicality, or the extent to which each utterance evidenced modes of reasoning that reflect the conventions of academic argumentation. My analysis found that although students’ writing evidenced a high degree of reciprocity, they frequently employed nonacademic modes of reasoning. Focusing on a subset of utterances, I show how their tacit orientations toward the concepts of fact and opinion limited the extent to which their reasoning satisfied the evidentiary expectations of formal academic discourse. This discovery suggests that students’ development as writers of academic arguments is closely linked to their formal instruction in argumentative writing as well as to their tacit understandings of concepts fundamental to argumentation. Moreover, these findings highlight important distinctions between formal and informal reasoning and how those distinctions may be implicated in both curriculum and instruction.
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Books on the topic "Nonacademic Writing"

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1940-, Odell Lee, and Goswami Dixie, eds. Writing in nonacademic settings. New York: Guilford Press, 1985.

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Duin, Ann Hill, and Craig J. Hansen, eds. Nonacademic Writing. Routledge, 2013. http://dx.doi.org/10.4324/9780203811986.

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Writing In Nonacademic Settings. Guilford Publications, 1986.

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Nonacademic Writing: Social Theory and Technology. Lawrence Erlbaum, 1995.

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Hill, Duin Ann, and Hansen Craig J, eds. Nonacademic writing: Social theory and technology. Mahwah, N.J: Lawrence Erlbaum Associates, 1996.

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Duin, Ann Hill, and Craig J. Hansen. Nonacademic Writing: Social Theory and Technology. Taylor & Francis Group, 2013.

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Duin, Ann Hill, and Craig J. Hansen. Nonacademic Writing: Social Theory and Technology. Taylor & Francis Group, 2013.

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Nonacademic Writing: Social Theory and Technology. Lawrence Erlbaum, 1995.

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Duin, Ann Hill, and Craig J. Hansen. Nonacademic Writing: Social Theory and Technology. Taylor & Francis Group, 2013.

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Duin, Ann Hill, and Craig J. Hansen. Nonacademic Writing: Social Theory and Technology. Taylor & Francis Group, 2013.

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Book chapters on the topic "Nonacademic Writing"

1

Marschark, Marc, Harry G. Lang, and John A. Albertini. "Teaching and the Curriculum." In Educating Deaf Students. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195310702.003.0014.

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We have discussed how the education of deaf children depends on their characteristics as well as on the characteristics of parents, teachers, and school programs that serve those children. We have summarized a variety of studies that have implications for parents, teachers, and educational administrators with regard to fostering communication skills, cognitive growth, and social interaction by deaf children. The available evidence supports the need for strong early intervention programs that provide the experiential diversity critical for development across the life span and for achievement in a variety of educational settings. Chapter 8 dealt with the specific educational challenges confronting deaf students in reading and writing. The message there was that English literacy needs to be considered broadly, as it affects both learning and success in a variety of areas, both academic and nonacademic. In chapter 8, we also discussed implications for curriculum materials and particular teaching emphases. Now, we turn to some best practices for teaching and curriculum development in content areas such as science, mathematics, and social studies and show how information in the previous chapters comes together in the dayto-day activities of students and teachers. As we have seen, available research findings indicate the need to exercise caution when deaf learners are placed in inclusive academic environments. Deaf students have specific needs that may not be met adequately if it is assumed that, aside from communication differences, deaf students and hearing students are the same. This is not a point to be raised only with regard to mainstream classrooms; it is a complex issue that needs to be addressed throughout the educational system. To set the stage for the remainder of this chapter, let us review some salient points which emerged from earlier chapters and were seen as key in understanding the teaching and learning of deaf students: • Deaf students have different experiences that may influence how they view and interact with the world. • A diversity of both object-oriented and person-oriented experiences is crucial to normal development. • Deaf students depend more on visual information, but they also may be more prone to distraction than hearing peers in the visual domain.
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