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    Becomingarhetor

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    The document summarizes a study on the development of writing ability in knowledge workers after graduating from school. Ten newly employed knowledge workers at a bank were interviewed after writing their first major paper on the job, and again 10-20 months later after another paper. The study found that the workers improved their writing process and understanding of audience and purpose over time through experience writing on the job and feedback. They learned skills like initiating documents, being clearer, discussing writing with colleagues, and considering the reader. Their growth demonstrated an apprenticeship in becoming rhetors and active participants in their workplace community.

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    Becomingarhetor

    Uploaded by

    api-271175176
    161 views17 pages
    The document summarizes a study on the development of writing ability in knowledge workers after graduating from school. Ten newly employed knowledge workers at a bank were interviewed after writing their first major paper on the job, and again 10-20 months later after another paper. The study found that the workers improved their writing process and understanding of audience and purpose over time through experience writing on the job and feedback. They learned skills like initiating documents, being clearer, discussing writing with colleagues, and considering the reader. Their growth demonstrated an apprenticeship in becoming rhetors and active participants in their workplace community.

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    The document summarizes a study on the development of writing ability in knowledge workers after graduating from school. Ten newly employed knowledge workers at a bank were interviewed after writing their first major paper on the job, and again 10-20 months later after another paper. The study found that the workers improved their writing process and understanding of audience and purpose over time through experience writing on the job and feedback. They learned skills like initiating documents, being clearer, discussing writing with colleagues, and considering the reader. Their growth demonstrated an apprenticeship in becoming rhetors and active participants in their workplace community.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    161 views17 pages

    Becomingarhetor

    Uploaded by

    api-271175176
    The document summarizes a study on the development of writing ability in knowledge workers after graduating from school. Ten newly employed knowledge workers at a bank were interviewed after writing their first major paper on the job, and again 10-20 months later after another paper. The study found that the workers improved their writing process and understanding of audience and purpose over time through experience writing on the job and feedback. They learned skills like initiating documents, being clearer, discussing writing with colleagues, and considering the reader. Their growth demonstrated an apprenticeship in becoming rhetors and active participants in their workplace community.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 17

    Becoming A Rhetor

    Developing Writing Ability in a Mature,


    Writing-Intensive Organization
    Jamie MacKinnon
    Presented by Brooke Marquardt

    Writing in the Workplace


    New Research Perspectives
    WHAT WE KNOW:
    Writing skills develop
    significantly through on the
    job writing experience(s).

    WHAT WE HAVE:
    An incomplete picture of
    writing development,
    One that implies that
    development is primarily
    school-based and thus
    conceived as whatever the
    schools make it to be.

    PURPOSE:
    Find out more about the development of
    writing ability after the school system.

    Britton
    Researcher to underline the importance of
    context to development, especially to the
    significant audience- and function- related
    aspects of development (1975)
    Warned against mistakenly treating writing as a
    single kind of ability, regardless of the reader for
    whom it is intended and the purpose it attempts
    to serve (1978).

    Theoretically
    Educated adults should
    develop in a more
    rhetorical fashion, their
    ability to move the world
    through written
    language.

    This growth should be


    determined by the
    specific characteristics
    and demands of the
    work context in which it
    occurs.
    Extend development
    theory by suggesting
    elements of a theory for
    rhetorical development
    in context.

    Widening the Perspective on


    Nonacademic Writing
    1st: It would add a dynamic, diachronic
    dimension to the picture.
    2nd: If development is shaped by the
    demands of context in which it occurs,
    knowledge of this growth should also help
    us understand some of the determining
    features of various workplaces as discourse
    communities.

    Knowledge Workers
    Monitoring all writing related changes in ten
    newly employed, highly educated
    What writing-related knowledge do
    university graduates acquire in their first
    years on the job in a writing-intensive,
    mature organization?
    How do they learn what they learn?

    SETTING:
    The Canadian Bank
    Financial and monetary analysis, securities, and
    economic modeling
    Has own style guide and in-house editors to
    review many of its most prestigious and
    important public documents

    New employees typically write analytical reports


    dealing with ad hoc issues, as well as regularly
    scheduled, more generic texts such as weekly notes,
    updates, and monthlies. Most of this writing
    involves research, analysis, and evaluation, and often
    in the case of the analytic reports, the development
    of a tightly reasoned argument.

    METHOD
    FIRST INTERVIEW immediately followed final
    draft of their first major paper
    Identical, open-ended questions
    Attitudes/beliefs regarding writing , knowledge of the
    social/organizational context of writing, the writing
    process, & the written product

    METHOD, Continued
    SECOND INTERVIEW 10 to 20 months
    later, immediately followed the final draft of
    another major paper
    Asked to describe any changes in, asked again about
    the four areas
    Concluded by asking about differences between the
    first and second interview, & whether they thought
    their writing would further develop into the
    following year

    FINDINGS
    7/10 reported spending 60% or more of their work
    time writing
    Decreased 50%, 40%, 35%

    FIRST INTERVIEW participants were confident


    in their knowledge of the audience and the
    underlying purpose for their writing
    SECOND INTERVIEW 8/10 reported a major
    change in their writing process, improved
    understanding of audiences purposes, and writingrelated business functions

    What The
    KNOWLEDGE WORKERS Learned

    Initiate ad hoc documents


    Be clearer before starting a draft
    Discuss writing with colleagues
    Keep the readers in mind when they wrote
    React to feedback effectively
    A million red marks doesnt mean you arent a good
    writerfeedback was the main vehicle for learning.

    Quite frankly, I have the same writing skills Ive had


    since grade school.
    Before I started I would have definitely said
    that my writing wouldnt and neednt change all
    that much. But there have been significant
    changes and there need to be more changes I
    see there is a lot of learning to be done and a lot
    of improvement to be made I guess I was
    being conceited.

    EMPHASIZED
    The importance of:
    Feedback
    Learning more about their readers
    Good listening
    Interpersonal skills

    ACTIVITY!
    Write a five sentence story about
    anything but only use language and
    structure as if you were a five year old
    who has just learned to write.

    The growth of the economist/analyst as a


    writer can be viewed as the apprenticeship of a
    rhetor.
    the participants found a voice and
    conceptualized and assumed roles for
    themselves in a rhetorically bound, rhetorically
    functioning community.
    In becoming rhetors, they became active
    participants in the communitys business.

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