This Article Order Full text via Infotrieve References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Featheringill, R. Articles by Vogt, G. Search for Related Content Social Bookmarking                   What's this?

Native and Nonnative Student Writers

California State University, Fullerton

Jean Fuller

California State University, Fullerton

Gayle Vogt

California State University, Fullerton

We assert that schools and textbook publishers ineffectively emphasize gram mar. To see if traditional instruction in grammar prepares students for busi ness communication classes and the corporate world, we investigated specific writing skills of both native and nonnative business students. Although most students passed objective grammar and punctuation tests—the two groups showed no statistical differences—some cannot write. High schools, the study found, pass these students. The university also passes writing-deficient stu dents on to employers who must train them. We searched for reasonable solu tions to reduce the number of graduates who lack English skills for the workplace.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				K. Vance and D. Fitzpatrick Teaching Tips and Assignment Ideas for ESL Students Business Communication Quarterly, March 1, 2007; 70(1): 63 - 69. [PDF]

				S. D. Lewis, L. G. McGrew, and C. N. Adams Assessing Business Communication Assignments of English-as-Second-Language Students Business Communication Quarterly, January 1, 2002; 65(2): 30 - 42. [Abstract] [PDF]