Assessing the Writing Skills of Entry-Level Undergraduate Business Students to Enhance their Writing Development during Tertiary Studies
المؤلف:
Carmela Briguglio
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P16-C2
2025-05-26
302
Assessing the Writing Skills of Entry-Level Undergraduate Business Students to Enhance their Writing Development during Tertiary Studies
Introduction
The question of students' communication skills in Australian universities has been a subject of research for some years now and continues to draw attention as the number of international students in our universities continues to grow (see, for example, Ballard & Clanchy, 1991, 1997; Nesdale & Todd, 1993; Kaldor et al., 1996 & 1998; Smart et al., 2000; and Eisenchlas & Trevaskes, 2003). Over the last ten years or so, a number of Curtin staff have undertaken research into students' communication skills and English communication needs including, for example: Latchem et al., 1994; Fiocco 1996; Parker et al., 1997; Mulligan & Kirkpatrick, 2000; Reid et al., 1998; Briguglio, 1998 & 2000; Radloff 1998; Zadnik, de la Harpe and Radloff, 1998; and Jones, 1999.
Particular concern is often expressed by academics at all levels about students' academic writing skills. A desire to have concrete data on the literacy standards of students led staff in the Curtin Business School (CBS) working with colleagues from the CBS Communication Skills Centre (the language and study skills support unit of the Faculty) to design a task to assess the English literacy entry levels of students. We describe a project which aimed to obtain a picture of undergraduate students' writing skills, rather than relying on anecdotal accounts of writing needs and difficulties experienced by tertiary students.
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