![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
This article describes an interdisciplinary partnership that resulted in the introduction of a writing coach into an MBA class on critical and analytical thinking. By examining the response to this role by the writing coaches themselves and by the students enrolled in three sections of this new course, this exploratory study endeavors to answer the question: How can a writing coach best support student writing in an MBA course? Major findings are that students predominantly liked receiving written feedback and mini-lectures by the writing coaches, mini-lectures were met with mixed reviews, and there was a strong perception by participants that their writing had improved.
References
Section:
| Abbate-Vaughn, J. (2007) The graduate writing challenge: A perspective from an urban teacher education program. Action in Teacher Education 29: 51–60. Google Scholar | Crossref | |
| Anson, C. M., & Dannels, D. P. (2002). Developing rubrics for instruction and evaluation. Strategies for teaching first-year composition (pp. 387–400). Urbana, IL: National Council of Teachers of English (ERIC Document Reproduction Service No. ED 459 476). Google Scholar | |
| Birk, A., Dingsoyr, T., Stalhane, T. (2002) Postmortem: Never leave a project without it. Software IEEE 19(3): 43–45. Google Scholar | Crossref | ISI | |
| Carter, M. (2007) Ways of knowing, doing, and writing in the disciplines. College Composition and Communication 58: 385–418. Google Scholar | ISI | |
| Carter, M. J., Harper, H. (2013) Student writing: Strategies to reverse ongoing decline. Springer Science and Business Media 26: 285–295. Google Scholar | |
| Cox, M. (2011) WAC: Closing doors or opening doors for second language writers. Across the Disciplines 8(4): Retrieved from http://wac.colostate.edu/ATD/ell/cox.cfm. Google Scholar | |
| Hass, M., & Osborn, J. (2007). An emic view of student writing and the writing process. Across the Disciplines, 4. Retrieved from http://wac.colostate.edu/atd/articles/hass_osborn2007.cfm. Google Scholar | |
| Kimball, M. (2015) Technical communication mangers speak out. Technical Communication 62(2): 135–145. Google Scholar | ISI | |
| Klein, G. (2007) Performing a project premortem. Harvard Business Review 85(9): 18–19. Google Scholar | ISI | |
| McLeod, S., Maimon, E. (2000) Clearing the air: WAC myths and realities. College English 62(5): 573–583. Google Scholar | Crossref | ISI | |
| Odell, L. (1981). How English teachers can help their colleagues teach writing. Forum. Retrieved from http://comppile.org/archives/fforum/fforum2(2).htm. Google Scholar | |
| Quible, Z. K., & Griffin, F. (2007). Are writing deficiencies creating a lost generation of business writers? Journal of Education for Business, 83(1), 32–36. Google Scholar | |
| Rose, D. (2008) Redesigning foundations: Integrating academic skills with academic learning. In: Garraway, J. (ed.) Conversations about foundations, Cape Town, South Africa: Cape Peninsula University of Technology, pp. 15–38. Google Scholar | |
| Rose, D., Martin, J. R. (2014) Learning to write/reading to learn: Genre, knowledge and pedagogy in the Sydney school, Sydney, Australia: Equinox Publishing. Google Scholar | |
| Rose, D., Rose, M., Farrington, S., Page, S. (2008) Scaffolding academic literacy with indigenous health sciences students: An evaluative study. Journal of English for Academic Purposes 7: 165–179. Google Scholar | Crossref | |
| Russell, D. R. (2002) Writing in the academic disciplines: A curricular history, Carbondale, IL: Southern Illinois University Press. Google Scholar | |
| Russell, D. (2007) Rethinking the articulation between business and technical communication and writing in the disciplines: Useful avenues for teaching and research. Journal of Business and Technical Communication 21(3): 248–277. Google Scholar | SAGE Journals | ISI | |
| Russell, D. (2013) Contradictions regarding teaching and writing (or writing to learn) in the disciplines: What we have learned in the USA. REDU: Revista de Docencia Universitaria 11(1): 161. Google Scholar | |
| Singleton-Jackson, J., Lumsden, D. B., Newson, R. (2009) Johnny still can’t write, even if he goes to college: A study of writing proficiency in higher education graduate students. Current Issues in Education 12(1): 1–39. Google Scholar | |
| Sullivan, P., Spilka, R. (1992) Qualitative research in technical communication: Issues of value, identity, and use. Technical Communication 39(4): 592–606. Google Scholar | |
| Szenes, E., Tilakaratna, N., Maton, K. (2015) The knowledge practices of critical thinking. In: Davies, M., Barnett, R. (eds) The palgrave handbook of critical thinking in higher education, New York, NY: Springer, pp. 573–591. Google Scholar | Crossref | |
| Weinschenk, S. (2011) 100 things every designer needs to know about people, Berkeley, CA: New Riders. Google Scholar | |
| Yancey, K. B., Robertson, L., Taczak, K. (2014) Writing across contexts: Transfer, composition, and sites of writing, Logan, UT: Utah State University Press. Google Scholar | Crossref | |
| Young, A. (2003) Writing across and against the curriculum. College Composition and Communication 54(3): 472–485. Google Scholar | Crossref | ISI |
