Students often experience significant challenges in adopting discipline-specific terminology and conforming to related writing expectations that are embedded in course materials, assignments, and discussions. Further, although written communication skills are desired by employers and broadly recognized as critical to business success, students commonly underestimate the essential role of these skills in their careers. Additional research was needed in terms of what types of resources might improve both student writing and related awareness regarding the value of written communication skills. This chapter summarizes a study that examined an intervention in the form of a supplemental (in-course), self-paced, instructional unit designed to address the above-described challenge.
TopChallenge And Context
As a part of undergraduate and graduate online degree programs in the Criminal Justice, Justice Studies, Paralegal, and Business disciplines (and related fields of study), students are expected to prepare written assignments that comply with a variety of formats (including persuasive essays, policy analysis, legal memoranda, business memoranda, and other forms of professional and scholarly writing). For example, in many business programs, a legal environments course in which students read, reflect on, and respond to complex legal documentation is required of all students (May, 2014; Miller & Crain, 2011). Additionally, students often need to prepare professional emails, cover letters, and resumes to support efforts to obtain internships as well as other program-related positions of employment (Aguilar-Roca et al., 2009).
Many students, including adult learners in open-access institutions who are often returning to school after long periods of time, experience significant challenges acclimating to the discipline-specific terminology and related writing expectations that are embedded in course materials, assignments, and discussions. More generally, college students in all programs often struggle to apply reading comprehension, writing, and literacy skills that are required in order to succeed in higher education programs (Bettinger & Long, 2009; Gruenbaum, 2012; Huang & Yang, 2015; Snyder et al., 2006). Further, students of all backgrounds, including those for whom English is not their first language, often struggle with formal writing (both from a formatting perspective and a content perspective) and context-specific applications (Dove & Bryant, 2016; May, 2014).