Influence of Feedback on Business Students' Perceptions of Written Communication Difficulties
Document Type
Article
Publication Date
7-1-1998
Abstract
This study investigated a diagnostic and instructional framework for written communication. Eighty composition and technical writing aspects were tracked during sequences in a collegiate business communications course. Data were compared regarding assessment of student-generated written messages and student perceptions of aspects according to difficulty, both pre- and postassessment. The average convergence of students' perceived difficulties and assessed deficiencies increased by 30% between pre- and postassessment perception rankings, with technical aspects converging to a greater extent than composition aspects.
Recommended Citation
Hayes, Ellis A., "Influence of Feedback on Business Students' Perceptions of Written Communication Difficulties" (1998). College of Humanities and Social Sciences. 120.
https://digitalcommons.uncfsu.edu/college_humanities_social_sciences/120