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.
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