Poorly Written Essays

Poorly Written Essay

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Persuasive Essay

“Poorly Written Communication”

















                              Poorly Written Communication 2

Thesis:

After a poorly written memo caused hard feelings and loss of morale, the company decided to

start writing courses, believing that the effectiveness of enhancing written communication skills

within a work place is necessary for any successful business.

     In “A case for clear writing” C. Petrini states, the ability to communicate written

information in a clear, concise and accurate manner can provide significant benefits to

employees and their companies. Poor communication within a work place can cause serious

miscommunication, which in ways could cause loss of work time, due to doing the wrong job.

Another problem that could dampen works productivity is hurt feelings. This alone could cripple

a business by causing lack of productivity and lack of morale. If you ever plan to expand, your

business and have a successful one, you need good writing skills.

     If our business continues to have a lack of writing ability, it could result in personnel

quitting or total lack of respect in the end. There are many other areas in which this could

affect our business but one, which would really be an eye opener, is a possible lawsuit. In the

article “ The you understood” P. Vassallo it says When writing we don’t have the

luxury of using vocal intonations or body language to add to our meaning. If you call someone

crazy in writing, you suggest either that person lacks sanity or that you lack judgment.

     A writing workshop would benefit our business in many ways. The first thing

that comes to mind is higher morale, Since the workshop would teach us to write clear and

concise papers, this could cause less confusion with the employees when reading bulletins

published by management and a lot less hurt feelings. As stated in “ Improving your technical

writing” by R. Ramsey, the ability to write competently is a requirement for success in any field.

                                        Poorly Written Communication 3

Written communication should be treated as sales letters.

I did my research and found A local college that offers a 20-hour class on professional

writing and improving poor writing skills within a business. The college informed me that it offers

offer two different classes one for higher management and one for all the other employees. The

two courses are 20 hours in length and each can handle 25 students. After a closer look at what

is being taught in the courses I have listed a few of the topics covered I feel that are important to

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our current situation within the work place. The first thing that we are taught is how to clearly

state our ideas and suggestions on paper without sending a false message and confusing fellow

employees. We will be taught the proper way to structure sentences and the use of different

styles of letter writing. I know I only listed a couple of the class topic and If further information

is needed the course counselor will gladly sit down with you to discuss in detail what else, it has to they

offer. If we want, we can also give them a list of topics to teach. College staff members They are very flexible with

what they can teach since this will be a class only for our employees.

I also talked to the counselor about proposed dates that this class could be taught he

informed me that This course could be taught over a two-week period. Both classes are taught by

an English professor and a business Management professor (One who has his Masters in

Business management). These classes our offered Monday through Friday starting at 3:00

P.M. and ending at 5:00 P.M. my suggestion would be since these classes are during working

hours that we do half the employees one time and the other half at the start of the next class. By

doing this we wont loose business and work will still be getting done. This class costs

$100.00 dollars a student; I know your thinking that’s allot of money but if you look at what’s

being offered or can be offered its reasonable. I looked at other institutes that do similar training

                                        Poorly Written Communication 4

and these prices were by far the lowest without losing quality.

I propose that the company pick up the tab for all employees attending the class and all

employees should still be receiving their hourly rate while in class. In the end, the Company will

be reaping the benefits from this class. The plusses will out number any minuses you might think

up. An added bonus is all classes are taught at the college, which is 5 miles away from work so

it is not out of the way for anyone. I think the Company should encourage this course by paying

for it, which will show the employees you, care and by paying them for their time in class it will

show them you want them to further their education.
     
A writing workshop would substantially benefit the business in many ways. I know at

first it will seem that the company has paid allot of money with no physical evidence of value. If

you look at it on a different level, you will see that you are encouraging growth within our

company, which could spark new ideas and build a group of employees that work great together

with less confusion. You do not need to look at this as a money pit but more along the lines as a

future investment an investment into your employee’s education. The rewards will be months

down the line you will see a drastic change within your business professional writing ability and

their means of understanding what each other has written.

Not taking advantage of the opportunity to educate your employee’s would be a grave

mistake for our company and could cause a disservice to our business to our employees and to

the customers. With all this said the choice is yours I know you will make right choice the one

that will push our business above others. Thank you for your time and I will see you in class.





Poorly Written Communication 5

References:

Vossler, Bill (1992) Training & Development [Electronic version]

V46 p63. Retrieved November 1, 2004 from Apollo Library Info Trac OneFile

Ramsey, Robert (1993) Supervision, Improving your technical writing [Electronic version]

     V54 p3. Retrieved November 1, 2004 from Apollo Library Info Trac OneFile

Vassallo, Philip (1993) A review of General Semantics [Electronic version]

     Summer v50 p187. Retrieved November 1, 2004 from Apollo Library Info Trac OneFile



Everybody in college hates papers. Students hate writing them so much that they buy, borrow, or steal them instead. Plagiarism is now so commonplace that if we flunked every kid who did it, we’d have a worse attrition rate than a MOOC. And on those rare occasions undergrads do deign to compose their own essays, said exegetic masterpieces usually take them all of half an hour at 4 a.m. to write, and consist accordingly of “arguments” that are at best tangentially related to the coursework, font-manipulated to meet the minimum required page-count. Oh, “attitudes about cultures have changed over time”? I’m so glad you let me know.

Nobody hates writing papers as much as collegeinstructorshategradingpapers (and no, having a robot do it is not the answer). Students of the world: You think it wastes 45 minutes of your sexting time to pluck out three quotes from The Sun Also Rises, summarize the same four plot points 50 times until you hit Page 5, and then crap out a two-sentence conclusion? It wastes 15 hours of my time to mark up my students’ flaccid theses and non sequitur textual “evidence,” not to mention abuse of the comma that should be punishable by some sort of law—all so that you can take a cursory glance at the grade and then chuck the paper forever.

What’s more, if your average college-goer does manage to read through her professor’s comments, she will likely view them as a grievous insult to her entire person, abject proof of how this cruel, unfeeling instructor hates her. That sliver of the student population that actually reads comments and wants to discuss them? They’re kids whose papers are good to begin with, and often obsessed with their GPAs. I guarantee you that every professor you know has given an A to a B paper just to keep a grade-grubber off her junk. (Not talking to you, current students! You’re all magnificent, and going to be president someday. Please do not email me.)

Oh, “attitudes about cultures have changed over time”? I’m so glad you let me know.

When I was growing up, my mother—who, like me, was a “contingent” professor—would sequester herself for days to grade, emerging Medusa-haired and demanding of sympathy. But the older I got, the more that sympathy dissipated: “If you hate grading papers so much,” I’d say, “there’s an easy solution for that.” My mother, not to be trifled with when righteously indignant (that favored state of the professoriate), would snap: “It’s an English class. I can’t not assign papers.”

Mom, friends, educators, students: We don’t have to assign papers, and we should stop. We need to admit that the required-course college essay is a failure. The baccalaureate is the new high-school diploma: abjectly necessary for any decent job in the cosmos. As such, students (and their parents) view college as professional training, an unpleasant necessity en route to that all-important “piece of paper.” Today’s vocationally minded students view World Lit 101 as forced labor, an utterwasteof their time that deserves neither engagement nor effort. So you know what else is a waste of time? Grading these students’ effing papers. It’s time to declare unconditional defeat.

Most students enter college barely able to string three sentences together—and they leave it that way, too. With protracted effort and a rhapsodically engaged instructor, some may learn to craft a clunky but competent essay somewhere along the way. But who cares? My fellowhumanistsinsist valiantly that (among other more elevated reasons) writing humanities papers leads to the crafting of sharp argumentative skills, and thus a lifetime of success in a number of fields in which we have no relevant experience. But my friends who actually work in such fields assure me that most of their colleagues are borderline-illiterate. After all, Mark Zuckerberg’s pre-Facebook Friendster profile bragged “i don’t read” (sic),and look at him.

Of course it would be better for humanity if college in the United States actually required a semblance of adult writing competency. But I have tried everything. I held a workshop dedicated to avoiding vague introductions (“The idea and concept of the duality of sin and righteousness has been at the forefront of our understanding of important concepts since the beginning of time.”) The result was papers that started with two incoherent sentences that had nothing to do with each other. I tried removing the introduction and conclusion altogether, and asking for a three-paragraph miniessay with a specific argument—what I got read like One Direction fan fiction.

I’ve graded drafts and assigned rewrites, and that helps the good students get better, but the bad students, the ones I’m trying to help, just fail to turn in any drafts at all. Meanwhile, I come up for air and realize that with all this extra grading, I’m making 75 cents an hour.

I’m not calling for the end of all papers—just the end of papers in required courses. Some students actually like writing, and let those blessed young souls be English majors, and expound on George Eliot and Virginia Woolf to their hearts’ content, and grow up to become writers, huzzah. But for the common good, leave everyone else out of it.  

Instead of essays, required humanities courses (which I support, for all the reasons William Cronon, Martha Nussbaum, and Paulo Freire give) should return to old-school, hardcore exams, written and oral. You cannot bullshit a line-ID. Nor can you get away with only having read one page of the book when your professor is staring you down with a serious question. And best of all, oral exams barely need grading: If you don’t know what you’re talking about, it is immediately and readily manifest (not to mention, it’s profoundly schadenfroh when a student has to look me in the face and admit he’s done no work).

A Slate Plus Special Feature:

Students hate writing papers, and professors hate grading them. Should we stop assigning them? Listen to the debate on Slate Plus

Plus, replacing papers with rigorous, old-school, St. John’s-style tribulations also addresses an issue humanities-haters love to belabor: Paper-grading is so subjective, and paper-writing so easy to fake, that this gives the humanities their unfortunate reputation as imprecise, feelings-centered disciplines where there are “no right answers.” So let’s start requiring some right answers.

Sure, this quashes the shallow pretense of expecting undergraduates to engage in thoughtful analysis, but they have already proven that they will go to any lengths to avoid doing this. Call me a defeatist, but honestly I’d be happy if a plurality of American college students could discern even the skeletal plot of anything they were assigned. With more exams and no papers, they’ll at least have a shot at retaining, just for a short while, the basic facts of some of the greatest stories ever recorded. In that short while, they may even develop the tiniest inkling of what Martha Nussbaum calls “sympathetic imagination”—the cultivation of our own humanity, and something that unfolds when we’re touched by stories of people who are very much unlike us. And that, frankly, is more than any essay will ever do for them.

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