The business or technical writing teacher can mitigate against his pragmatic students' recalcitrance toward language studies by pointing out the utility of knowing how to write well. However, rather than turning to hackneyed arguments or to literary evidence, he can motivate students more effectively by turning to compelling testimonials from leaders in business and industry, to appropriate personal experiences, and to stimulating classroom strategies that emphasize the importance of language ability in career, social, and civic aspirations. The lively use of such readily available resources can improve student attitude toward the course and should thus improve student performance.
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References
1.
The view that communication skills are among the chief criteria for advancement is found in several essays appearing in Toward the Liberally Educated Executive, ed. GoldwinRobert A.NelsonCharles A., New York: Mentor, 1960.
2.
DruckerPeter F., How to Be an Employee, Fortune, May 1952, p. 126.
3.
ChapmanGilbert W., Specific Needs for Leadership in Management, Toward the Liberally Educated Executive, ed. GoldwinRobert A.NelsonCharles A., New York: Mentor, 1960, pp. 9–14.
4.
PackardVance, The Status Seekers, New York: Pocket Books, 1965, pp. 122–126.
5.
AdelsteinMichael E., Contemporary Business Writing, New York: Random House, 1971, p. 6.
6.
See, for example, MenningJ. H.WilkinsonC. W., Communicating through Letters and Reports, fourth edition, Homewood, Illinois: Richard D. Irwin, 1967, pp. 1–10.
