Title

Teaching Grammar And Editing In Public Administration: Lessons Learned From Early Offerings Of An Undergraduate Administrative Writing Course

Keywords

administrative writing; discourse community; Plain Language Movement; undergraduate course design

Abstract

College graduates need to possess strong writing skills before entering the workforce. Although many public administration undergraduate programs primarily focus on policy, finance, and management, we fall short of a larger goal if students cannot communicate results to a variety of audiences. This article discusses the results of a national survey, which concludes that few undergraduate public affairs programs require an administrative/technical writing course. Based on pedagogical theories, this article describes the design of a newly implemented, undergraduate, administrative writing course. The article concludes with lessons learned, provides recommendations for programs considering requiring an administrative writing course, and discusses future research.

Publication Date

9-1-2013

Publication Title

Journal of Public Affairs Education

Volume

19

Issue

3

Number of Pages

515-536

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/15236803.2013.12001749

Socpus ID

85066471041 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85066471041

This document is currently not available here.

Share

COinS