BUSINESS WRITING CLASS RELATED ,
Business Writing Training Class - Training Connection
5 am – 6 am: Get started on this week’s very rigorous schedule. I am a very organized person, and I love making “to-do” lists, which ensure I accomplish all I need to do—and with my schedule, that’s a lot! I begin the day by watching a pre-recorded lecture covering memos and letters for Tuesday night’s business writing class.
Business Writing Classes, Courses and Certifications Overview
Most people would rather go to the dentist than a writing class; they have been to too many, and nothing works like the VanWrite System. The fabulous news: After you learn VanWrite, you’ll never need another business writing class!
Cloud computing technologies, such as Google Docs, Adobe Creative Cloud, Dropbox, and Microsoft Windows Live, have become increasingly appreciated to the next generation digital learning tools. Cloud computing technologies encourage students’ active engagement, collaboration, and participation in their learning, facilitate group work, and support knowledge or information sharing among students. With the cloud features, learning can be accessed anywhere at any time and the world can be a classroom. Students can learn from anywhere and teachers can teach from anywhere. Cloud-based app features such as convenient and on-demand network access to a shared pool of files are indeed providing support for learning and instruction. Learning is now turned into anywhere learning and collaboration, both locally and globally. This study focuses the scope of potential of these cloud technologies for future educators to develop an understanding of how they can be embraced into the instruction. This is a case-study research (n= 28) into the use of cloud-based technology, Google Docs, to support learning in a face-to-face college business writing class. Data pertaining to student Google Docs use and activities will be collected. The first section of this study summarizes the definition of cloud computing technologies with examples of cloud resources. The second section determines the effects of technology, specifically the integration of cloud computing technologies with business English writing instruction, on students’ perception of teacher’s role. The following section identifies the potential benefits to learning and teaching from cloud-based learning environment. Michael Carter (2007) encourages writing instructors in this kind of WID curriculum to help students learn how to think as professionals in their field think so that students can begin to write with similar ways of understanding how knowledge within a given discipline is created. He identifies four meta-genres that instructors can use to guide their instruction and student learning. Each meta-genre considers the application of a generalizable principle of writing to a discipline-specific discourse. These meta-genres include: developing problem solving skills, understanding empirical approaches to analysis, critically selecting sources to use within research in a given field and being able to produce materials that meet accepted standards within that field. Further, Carter (2007) identifies specific genres of writing that entail each meta-genre. While he acknowledges that each discipline has its own heuristics for collecting, analyzing and creating knowledge and artifacts appropriate for the discipline, Carter (2007) attempts to help writing instructors identify a means by which to link these meta-genres to writing applications and assignments in order to facilitate a discipline-appropriate model for learning. As such, writing instructors must become knowledgeable about their students' major areas and develop appropriate ways to help students learn writing skills within that discipline. This is difficult to do at the freshman composition level, but should be easier to accomplish in upper division writing classes, particularly in business writing and technical writing; students in these classes tend to have a focused curriculum and are required to take the course as part of their discipline-specific coursework. However, Carter's meta-genres can be applied to writing instruction because some students in business writing classes may be majoring in marketing while others are majoring in finance or accounting or management. Consequently, while instruction can be more focused on discipline-specific kinds of writing, there are still some variations in professional expectations to consider across business disciplines. Nevertheless, instructors of business writing can challenge students to attain these meta-genres through certain writing genres typically practiced in business writing courses.