Many people who work in Workforce Development in Community Colleges have not had the benefit of courses or a degree program in Workforce Development. For that reason, when they join a community college, they often need a primer on the purpose, goals and nature of workforce development. This book is intended for that purpose. It can help newly-hired community college staff members, administrators, and even board of trustees members on the important workforce development mission of a community college.
The changing nature of the workforce and the increasing presence of technologies in composition studies promise to affect not only the ways we work, but the very shape of the discipline. This volume takes on the challenge of thinking about the intersections of work, technology, and composition studies in ways that are unprecedented. These areas interact in numerous and significant ways, yet the focus is often on the concepts in isolation from one another. Authors in this collection explore technology and labor issues across a range of institutional locations to focus on working as scholars, administrators (of writing programs, writing across the curriculum programs, assessment programs), teachers, workers held accountable to bureaucrats, and gendered and raced workers, and the future roles compositions will adopt in the university and how technology affects those identities. The chapters address the nature of composition labor in a technological society, the new geographies of composition, variety of identity and agency that are enabled and denied, academic labor outside the classroom and academy, and how virtuality impacts labor. They provide varied perspectives on what issues are [of] import and alert researchers and teachers that a serious consideration of labor and writing technologies are needed to expand notions of what composition studies can and must be. --Publisher's description.
Employers consider communication one of the most critical skills for workers today. Written to address the needs of both students entering the workforce and business professionals looking to improve their written communication, Writing for the Workplace is a matter-of-fact, how-to guide that provides strategies for effective professional communication. From targeted emails and convincing long reports to winning presentations and engaging résumés, this concise book offers busy readers easy-to-follow strategies that will improve their workplace writing. The first section of the book addresses writing in today's fast-paced business and professional contexts and discusses writing as a process; professional writing style; writing tools; characteristics of effective workplace communication; and basic document design. The second section is a more detailed exploration of common written genres in the workplace including email messages, letters, social media, short and long reports, presentations, and employment communication. Each section includes sample documents and examines organization, tone, and genre elements. Helpful checklists and easily scannable text make the book accessible and readable.
Computer-Mediated Communication Technologies and Processes
Author: Hewett, Beth L.
Publisher: IGI Global
"This book investigates the use of computer-mediated communication technologies and collaborative processes to facilitate effective interdependent collaboration in writing projects, especially in virtual workplace settings"--Provided by publisher.
United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions
Writing at work is made easier with this all-inclusive guide. Offering a practical approach to writing in print and electronic formats, these pages explore organizational images and cultures, a writing strategy; researching; revising; incorporating graphics; letters and memos; design; employment communication; reports, proposals and instructions; and oral communication.
This hands-on text provides abundant exercises that cover practical writing skills such as researching, organizing, and writing documents. It also teaches students how to evaluate and respond to written material and how to use writing skills to advance a career.
This title presents a synthesis of what has been discovered about particle acceleration and kinematics from solar flare observations with the Yohkoh, SoHO, TRACE, CGRO spacecraft and radio instruments over the last decade of the 20th century.
The Writing of Business sees writing as an essential tool for creating personal and organizational strategies for managing an increasingly complex workplace. To help students use their writing to attain these goals, the authors have employed a powerful heuristic: GRACE. GRACE represents five essential kinds of generative questions - Goals, Readers, Arguments, Conventions, and Expression - for analyzing a writing situation and generating specific questions leading to effective written documents. Grounded in rhetoric, The Writing of Business contextualizes traditional sentence and paragraph conventions within the realities of the business world, such as globalization, outsourcing, and constantly changing technology. A business writing text that is reader-friendly in both content and voice, The Writing of Business equips students for a radically changed workplace. This book presents a vision of writing as an activity that is central and essential to doing business in the 21st Century.
The 15 essays in this book reveal the complexity of teaching writing, with some contributors calling into question the gap between classroom theory and classroom practice as seen through students' and tutors' perspectives. The book analyzes the cornerstone of theory and proposes a reexamination of some taken-for-granted composition practices. After an introduction ("The Theory behind the Centers" by Joan A. Mullin), essays in the book are: (1) "Writing Center Practice Often Counters Its Theory. So What?" (Eric H. Hobson); (2) "Collaborative Learning and Whole Language Theory" (Sallyanne H. Fitzgerald); (3) "The Creative Writing Workshop and the Writing Center" (Katherine H. Adams and John L. Adams); (4) "The Writing Center and Social Constructivist Theory" (Christina Murphy); (5)"Collaborative Learning Theory and Peer Tutoring Practice" (Alice M. Gillam); (6) "Writing Others, Writing Ourselves: Ethnography and the Writing Center" (Janice Witherspoon Neuleib and Maurice A. Scharton); (7) "Text Linguistics: External Entries into 'Our' Community" (Ray Wallace); (8) "Learning Disabilities and the Writing Center" (Julie Neff); (9) "Individualized Instruction in Writing Centers: Attending to Cross-Cultural Differences" (Muriel Harris); (10) "A Unique Learning Environment" (Pamela Farrell-Childers); (11) "Buberian Currents in the Collaborative Center" (Tom MacLennan); (12) "'The Use of Force': Medical Ethics and Center Practice" (Jay Jacoby); (13) "The Politics of Otherness: Negotiating Distance and Difference" (Phyllis Lassner); (14) "Literacy and the Technology of Writing: Examining Assumptions, Changing Practices" (Joan A. Mullin); and (15) "Tutor and Student Relations: Applying Gadamer's Notions of Translation" (Mary Abascal-Hildebrand). (RS)
A pioneering reference for the community of people with mental retardation, their families, employers, lawyers, researchers, and policy makers. Based on empirical research and legal analysis, examines the antidiscrimination protections set out in the US act regarding employment. Especially considers