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Relevant bibliographies by topics / Professional write

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Academic literature on the topic 'Professional write'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Professional write"

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Gilbert, Carole M. "Consider Yourself a Professional? Then Write!" Journal of Hospital Librarianship 20, no. 2 (2020): 172–76. http://dx.doi.org/10.1080/15323269.2020.1738872.

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Cronin, Thomas E. "The Write Stuff." News for Teachers of Political Science 49 (1986): 1–4. http://dx.doi.org/10.1017/s0197901900003445.

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In recent years I've supervised countless undergraduate research papers and numerous senior theses. Not surprisingly, I repeat myself about basic research and writing hints, suggestions, and outright warnings. This handout, “Write Tigers Write!” prepared for the “tigers” at Princeton and The Colorado College (the mascot is the same), attempts to help the novice researcher and is, as well, an act of self-protection.What follows are suggestions and cautions for students writing a research paper. My suggestions are merely that. They are personal, general and speak more about writing than about research.Make no mistake about it. Research and writing are demanding work even for the professional. You won't hear professional scholars or writers boast about the easiness of their craft. No matter how much they love it, and they often love it more than anything else, they find it demanding, exacting, lonely and often painful—if they really work at it.

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McKenzie, James F., Denise M. Seabert, Joanna Hayden, and Randall R. Cottrell. "Textbook Writing: A Form of Professional Development." Health Promotion Practice 10, no. 1 (2009): 10–14. http://dx.doi.org/10.1177/1524839908327733.

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Health educators have an ethical obligation to participate in professional development. Such professional development can take many different forms including writing textbooks. This article provides a rationale why textbook writing is professional development, why professionals might take on the task of writing a textbook, how the process evolves, and how professionals who are not quite ready to write a book can prepare to do so in the future.

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Luiselli, James K. "Writing for Publication: A Performance Enhancement Guide for the Human Services Professional." Behavior Modification 34, no. 5 (2010): 459–73. http://dx.doi.org/10.1177/0145445510383529.

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More human services professionals need to write for publication in peer-reviewed journals. This article discusses some of the perceived obstacles to writing for publication and how to overcome them by implementing a performance enhancement plan. By following a few basic guidelines, practitioners can write productively, publish their work successfully, and contribute meaningful findings, opinions, and recommendations to the professional community.

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Bauersfeld, Heinrich. "A Professional Self-Portrait." Journal for Research in Mathematics Education 23, no. 5 (1992): 483–94. http://dx.doi.org/10.5951/jresematheduc.23.5.0483.

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Chamley, Carol. "How to write for professional and academic journals." Nursing Children and Young People 28, no. 10 (2016): 16. http://dx.doi.org/10.7748/ncyp.28.10.16.s18.

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Slop. "Mr Slop does the write thing." Bulletin of the Royal College of Surgeons of England 99, no. 9 (2017): 343. http://dx.doi.org/10.1308/rcsbull.2017.343.

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Ludlow, Barbara L. "Tips and Tricks for Getting Work Published in RSEQ and Other Professional Journals." Rural Special Education Quarterly 22, no. 1 (2003): 33–41. http://dx.doi.org/10.1177/875687050302200106.

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This article explains the process of writing and publishing in professional journals and attempts to demystify the process as it related to the professional literature in special education and disability services. It offers a 21 step procedure to help beginning and novice writers in generating ideas to write about, planning and preparing the manuscript, and submitting the manuscript for publication. Each step includes insider tips and tricks for becoming a more successful professional writer and reaching the goal of seeing one's written work in print.

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Dawson, Janis. ""Write a little bit every day": L.T. Meade, Self-Representation, and the Professional Woman Writer." Victorian Review 35, no. 1 (2009): 132–52. http://dx.doi.org/10.1353/vcr.2009.0022.

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Betts, Jim. "Why Canadians Can't Write Musicals." Brock Review 12, no. 2 (2012): 12–26. http://dx.doi.org/10.26522/br.v12i2.403.

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The Canadian Musical Theatre community may include talented writers, directors and producers, but it does not exist in a properly functioning professional environment. In some respects, the Canadian Musical Theatre is closer to an "oral tradition" than a 21st Century art form. The community lacks leadership, focus, and resources. There is a significant need for effective training programs and realistic, well-supported development opportunities. The history of the Canadian Musical Theatre has some similarities to the history of the American Musical Theatre, but its development may lag about 50 years behind.

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Dissertations / Theses on the topic "Professional write"

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Wright, Heather Peltier. "Exploring Teacher Assessment Literacy through the Process of Training Teachers to Write Assessment Items." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6784.

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The purpose of this study was to examine the process and impact of assessment training content and delivery mode on the quality of assessment items developed by the teachers in a two-year assessment development project. Teacher characteristics were examined as potential moderating factors. Four types of delivery mode were employed in the project: synchronous online, asynchronous online, in-person workshop, and blended (a combination of online and in-person training). The quality of assessment items developed by participating teachers was measured via: 1) item acceptance rate, 2) number of item reviews (as an indicator of how many times accepted items were rejected before being approved), and 3) psychometric properties of the items (item difficulty and item discrimination) in the field test data. A teacher perception survey with quantitative and qualitative data was used to explore teacher perception of the training across the four modes and the anticipated impact of the project participation the teachers expected on their classroom assessment practices. Multilevel modeling and multiple regression were used to examine the quality of items developed by participants, while constant comparative analysis, a chi-square test, and ANOVA were employed to analyze participants’ responses to a participation survey. No pre-existing teacher variables were found to have a significant impact on the item discrimination values, though prior assessment development experience beyond that of the classroom level was found to have a significant relationship with the number of reviews per item. After controlling for prior assessment development experience, participant role was found to have a significant (p < .01) impact on the number of reviews per item. Items written by participants who served as both item writers and reviewers had a significantly lower number of reviews per item, meaning their items were rejected less frequently than items written by participants who served as item writers only. No differences in item quality were found based on the mode of training in which item writers participated. Responses to the training evaluation survey differed significantly by mode of training at p < .001. The in-person trained group had the lowest total rating, followed by the online asynchronous group, while the online synchronous group had the highest overall rating of the training. Participant responses to open-ended questions also differed significantly by mode of training.

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Chia, Chieh Ting Evelyn. "Women “Auto” Write Differently: A Case Study of Feminist Rhetorical Practices in Professional Email Communication in the Automotive Industry." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1557347967478935.

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Clark, Renia H. "Teacher Research and Leadership the Write Way: The Appalachian Writing Projects Impact in Rural Virginia." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1295.

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The purpose of this study was to research one specific approach to developing and sustaining rural teacher leaders in a high-poverty area with limited resources for teachers. The study investigates The Appalachian Writing Project, a nonprofit organization serving far southwest Virginia and how the AWP has affected rural teachers in educational leadership positions and the resulting impact on educational experiences for students. The participants in this study represent a unique population, composed of certified teachers in extreme southwest Virginia who have completed the Appalachian Writing Project's Invitational Summer Institute (2001-2010) and serve as Teacher Consultants for that organization. Qualitative data were gathered through a survey, interviews, and document analysis for the purpose of identifying and analyzing the variables that lead teachers to: apply to the Appalachian Writing Project, remain active in the AWP, and ultimately become leaders within the orgaizational structure. The research results provide strong evidence to suggest that participants' pedagogical practices are positively impacted as a result of participation in the Appalachian Writing Project, and in the participants' opinion students are positively impacted in terms of student achievement. The study also reveals that Teacher Consultants continue to conduct research in their classrooms after the summer institute and that Teacher Consultants have accepted both formal and informal leadership positions as a result of their inquiry. Finally, the results of the study revealed that the Appalachian Writing Project sustains and supports Teacher Consultants in their leadership positions. Resulting recommendations include encouraging school divisions to consider the Appalachian Writing Project's research findings and contract with the AWP for professional development. Also, school administrators might want to encourage and fund lead teachers who wish to apply to the Appalachian Writing Project's Invitational Summer Institute. Finally, school administrators whose schools include AWP Teacher Consultants might want to continue to support, encourage and fund them within the site and school division. While the study suggests a definite link between teacher participation in the Appalachian Writing Project and student achievement, more research could provide statistical data to link participation in the AWP to improved student achievement.

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Ohta, Renka. "Integrated listening-to-write assessments: an investigation of score generalizability and raters’ decision-making processes." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6232.

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In measuring second language learners’ writing proficiency, test takers’ performance on a particular assessment task is evaluated by raters using a set of criteria to generate writing scores. The scores are used by teachers, students, and parents to make inferences about their performance levels in real-life writing situations. To examine the accuracy of this inference, it is imperative that we investigate the sources of measurement error involved in the writing score. It is also important to ensure rater consistency, both within a single rater and between raters, to provide evidence that the scores are valid indicators of tested constructs. This mixed methods research addressed the validity of integrated listening-to-write (L-W) scores. More specifically, it examined the generalizability of L-W scores and raters’ decision-making processes and scoring challenges. A total of 198 high school English learners in Taiwan completed up to two L-W tasks, each of which required them to listen to an academic lecture and respond to a related writing prompt in English. Nine raters who had experience teaching English evaluated each student’s written materials using a holistic scale. This study employed a univariate two-facet random effects generalizability study (p × t × r) to investigate the effects of tasks and raters on the score variance. Subsequent decision studies (p × T × R) estimated standard error of measurement and generalizability coefficients. Post-rating stimulated recall interview data were analyzed qualitatively to explore raters’ alignment of rating scale descriptors, decision-making behaviors, and scoring challenges. The results indicated that the majority of score variance was explained by test takers’ ability difference in academic writing proficiency. The raters were similar in their stringency and did not contribute much to score variance. Due to a relatively large magnitude of person-by-task interaction effect, increasing the number of tasks, rather than raters, resulted in a much lower degree of error and higher degree of score generalizability. The ideal assessment procedure to achieve an acceptable level of score generalizability would be to administer two L-W tasks scored by two raters. When evaluating written materials for L-W tasks, nine raters primarily focused on the content of the essays and paid less attention to language-related features. The raters did not equally consider all aspects of essay features described in the holistic rubric. The most prominent scoring challenges included 1) assigning a holistic score while balancing students’ listening comprehension skills and writing proficiency and 2) assessing the degree of students’ successful reproduction of lecture content. The findings of this study have practical and theoretical implications for integrated writing assessments for high school EFL learners.

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Neal, John. "Examining the Read-to-Write Strategy and its Effects on Second Grader’s Writing of Sequential Text." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6768.

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Writing is so important. It is important in school and in our careers; writing is found to be helpful physiologically and psychologically. Experts wonder, with writing so important, why is writing not being adequately taught in the schools. The answer may be that writing is complex and teaching it is even more complex. The Read-to-Write Strategy is a writing model based on the study of exemplary models of text and children are explicitly taught how to write the way an author writes through a process of the teacher modeling how to write this way; the teacher sharing the writing task with children, and having children collaborate with a partner during the writing task, so that eventually children can independently write text to match the child’s audience and purpose. In this exploratory study, second grade children were explicitly taught a writing strategy that followed the model proposed by Read-to-Write Strategy. This study of writing compared samples of children’s writing before and after they received instruction in the Read-to-Write Strategy. Children made good improvements in their writing and the tests run on the children’s writing samples infer that learning was significant.

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Tassell, Brad. "I'm Gonna Write That Down: Research on Bullying and Recognition of Perception Toward Initiation of Intervention a Whole-School Approach to Bringing all Stakeholders' Perceptions on Bullying in Line and Training Students to Distinguish Tattling from Reporting in Grades 3-6." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1303.

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Research on whole-school bullying programs shows some effectiveness in creating awareness and a reduction in overall bullying with vigilant supervision. Roleplaying games repeatedly taught to students help them deal with bullying in specific situations, but all these interventions leave a great deal to be desired when conditions are not in line with the training, most of which most are not (Smith, Schneider, Smith, & Ananiadou, 2004). In addition, student perceptions can differ from the staff and administration. A wide gap exists between how students, parents, teachers, and administrators perceive bullying. Students remain confused and flounder in the moment when they feel bullied, while bystanders are statistically shown to be scared and even help the bully in many cases (Mishna, Pepler, & Wiener, 2006). This study examines research from the past 10 years on the effectiveness of whole-school programs. Two main criteria include: (1) A comprehensive “macro” comparison study of research leading to a “micro” examination of specific school research, and (2) an examination of the importance of recognizing perception and creating interventions that any student can utilize no matter their level of fear. In addition, an introduction and an explanation of the ideas and concepts of the I’m Gonna Write That Down program are included.

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Boyes, Maria. "A decent writer: professional environmental communication among environmental managers." Title page, table of contents and abstract only, 2004. http://hdl.handle.net/2440/37949.

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The study explores a set of genre-hybrid reviews, 1999-2001, characterised by a standpoint of ecological rationality, and produced by a professional writer for a professional environmental management organisation. The interaction between such managers has not been studied before in terms of professional communication and was delineated as a new field of enquiry. The issues of tact and Face were important for this organisational community, which shared characteristics of contact communities and Communities of Practice. Methods used derive from studies of text in context, and organisational communication. The assembly of theoretical material is one outcome of the study, which tackled three questions: 1 To assess in what way the reviews made a contribution to the organisation, Weick's equivoque and the notion of the Fractal were combined to explain the text as an active organ for collaborative organisational learning and knowledge management. Thereby the texts are presumed to have contributed to the organisation's goal to enhance knowledge and practice in environmental management among managers drawn from diverse intellectual backgrounds. 2 To address the question of the technical characteristics of the reviews, narrative polyphony concepts provided suspension dialogia, which complemented the notion of translation suspension. 3 To address how the reviewer had managed to reproduce organisational patterns despite his inconsistent moral standpoint, the search for a theoretical position travelled through code-switching, pragmatics and translation, emerging with a concept similar to intersemiosis, labelled 'codehandling'. The combination of questions produced complex answers. Translation constructs, such as dynamic equivalence, increasingly emerged as productive and suitable to complement emerging endogenous approaches in environmental management literature. The genre-hybrid is argued to have altered the social function of the review. In prioritising interaction, it put at risk the organisation's strategic tact 10 structure. Nevertheless, the reviewer managed the risk within acceptable limits and produced popular and successful reviews.<br>Thesis (Ph.D.)--School of Humanities, 2004.

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De, Rycker Katharine. "Recycling Pietro Aretino : the posthumous reputation of Europe's first professional writer." Thesis, University of Kent, 2014. https://kar.kent.ac.uk/50559/.

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Pietro Aretino (1492-1556) was an Italian writer who was one of the first to make a living from the printing press. As the 'scourge of princes' he was notorious across Europe for his acerbic wit. However after his death his fame sank when his entire works were placed on the Papal Index of Prohibited Books in 1559. In the century that followed Aretino was a controversial figure, associated with pornography and atheism in the popular imagination and, like Machiavelli, became synonymous with Italian vice in the minds of foreign readers. Despite the complex history of his posthumous reputation abroad, surprisingly little research has been done on the topic. Instead we are left with a few disconnected articles which tend to focus on specific instances of Aretino's works being used as sources for later writers. This thesis therefore provides the first unified approach to examining Aretino's posthumous reputation in the early modern period. It does so by treating his afterlife not as a finished product to be referred to by later readers, but uncovers the processes by which Aretino's reputation mutated through the mediation of editors, translators, writers, readers, engravers and purveyors of erotic art. This thesis is divided into three main phases of Aretino's afterlife, which were previously compressed into a simple 'cause and effect' narrative of Aretino's work being censored in 1559 and his reputation immediately suffering because of it. In the first phase, Aretino's writing is still positively received by editors in England and the Low Countries attempting to restore his work back to their pre-censored state, and by English writers who see Aretino as an extemporal wit and a model for their growing professional aspirations. In the second phase, Aretino's reputation for bawdry and atheism is beginning to impact the way in which he is presented to later readers in Spain, the Low Countries, England, Germany and France, as translators and commentators begin to reframe his writing along newly enforced moral lines. In the third phase, two pornographic works with which Aretino initially had only a tangential relationship are misattributed to him and multiple images and texts from Italy, the Low Countries, England, and France are reproduced as 'Aretine' products. While the majority of the literary references to Aretino in this thesis are to English writers, as this overview makes clear this is not a traditional bilateral comparative study of cultural exchange between Italy and England. Instead it places the English reception of Aretino within an European context, with the Low Countries proving to be unexpectedly prominent in the circulation of his work, even though up till now this connection has never been studied by critics outside of the Netherlands.

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Bonorino, Liliane Silveira. "MOOC DE REDAÇÃO OFICIAL EM LIBREOFFICE WRITER." Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/10679.

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This work was developed in the Program of Postgraduate Studies in Educational Technology Network, Professional Masters in Research Line Educational Development of Educational Technologies Network. The objective is to innovate in the provision of training mediated by Educational Technologies Network (ETN) through a MOOC (Massive Open Online Courses - Online Open Courses and Massive) for Moodle (Modular Object Oriented Dynamic Learning Enviroment). This research is justified by the fact that values training networking, promoting to the modality of Distance Education. To develop this work, it was adopt the research-action, resulting in the achievement of a vocational training via MOOC for improving the production of official documents in LibreOffice Writer. The product produced was Teaching Material for MOOC which was implemented in two phases: 1) module pilot in order to verify that the didactic and methodological organization of the course was well underway for the completion of the course; and, 2) MOOC, in order to promote not only training, but also the improvement of knowledge of the official texts in LibreOffice Writer. After analyzing the data collected in the pilot module, it was found that the teaching material and the strategy adopted to address the official writing in LibreOffice Writer were understood and were in accordance with the training needs of those involved. Analysis of the data obtained in the evaluation of research MOOC and its hypermedia courseware, realized that both provided the teaching-learning process mediated by educational technology network, in order to promote not only training, but also the improvement knowledge about the official writing in LibreOffice Writer. It was considered that the proposed objectives were included in the following measure: the "promote vocational training network through a MOOC writing of official documents in LibreOffice Writer, with hypermedia courseware" successful, since training was promoted network considered by course participants as excellent; 2) to "disseminate and encourage the integration of LibreOffice Writer to professional practices" has been satisfactorily met, since the course participants have expressed interest in joining this program to their practices; and 3) to "explore the potential of LibreOffice Writer to produce texts by hypermedia courseware" it was successful, as the course participants considered it great. Therefore, MOOC, it expands the supply of training mediated educational technology network, which, in addition to enabling access to a large number of participants, is a potentiating tool, through the practice of freedom, innovation vocational training network.<br>Esta dissertação foi desenvolvida no Programa de Pós-Graduação em Tecnologias Educacionais em Rede, Mestrado Profissional na Linha de Pesquisa de Desenvolvimento de Tecnologias Educacionais em Rede. Objetiva-se inovar na oferta de formação mediada pelas Tecnologias Educacionais em Rede (TER) através de um MOOC (Massive Open Online Courses - Cursos On-line Abertos e Massivos), pela plataforma Moodle (Modular Object Oriented Dynamic Learning Enviroment). Esta pesquisa se justifica pelo fato de que valoriza a formação profissional em rede, promovendo-a pela modalidade de Educação a Distância (EAD). Para o desenvolvimento deste trabalho, adotou-se a pesquisa-ação, que implicou na realização de uma formação profissional via MOOC para o melhoramento da produção de documentos oficiais em Libreoficce Writer. O produto produzido foi o Material Didático para o MOOC o qual foi implementado em duas fases: 1) módulo-piloto, a fim de verificar se a organização didático-metodológica do curso estava bem encaminhada para a realização do curso; e, 2) MOOC, com vistas a promover não só a formação profissional, mas também o aprimoramento de conhecimentos acerca da redação oficial em LibreOfffice Writer. Após a análise dos dados coletados no módulo-piloto, constatou-se que o material didático e a estratégia adotada para abordar a redação oficial em LibreOffice Writer foram compreendidos e estavam de acordo com as necessidades de formação dos envolvidos. Da análise dos dados obtidos na pesquisa de avaliação do MOOC e do seu material didático hipermídia, percebeuse que ambos proporcionaram processo de ensino-aprendizagem mediado pelas tecnologias educacionais em rede, com vistas a promover não só a formação profissional, mas também o aprimoramento de conhecimentos acerca da redação oficial em LibreOfffice Writer. Considerou-se que os objetivos propostos foram contemplados na seguinte medida: o de promover a formação profissional em rede através de um MOOC de redação de textos oficiais em LibreOffice Writer, com material didático hipermídia bem-sucedido, visto que foi promovida uma formação em rede considerada pelos cursistas como excelente; 2) o de disseminar e incentivar a integração do LibreOffice Writer às práticas profissionais foi atingido de forma satisfatória, uma vez que os cursistas manifestaram interesse em integrar este programa às suas práticas; e 3) o de explorar o potencial do LibreOffice Writer para a produção de textos por meio de material didático hipermídia foi bem-sucedido, dado que os cursistas o consideraram ótimo. Portanto, MOOC, expande a oferta de formação mediada por tecnologias educacionais em rede, que, além de possibilitar o acesso a um grande número de participantes, é uma ferramenta potencializadora para, através da prática da liberdade, inovar a formação profissional em rede.

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Hendry, Roderick Michael. "A composing model for technical writing: Bringing together current research in composition and situational constraints upon the technical writer." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/303.

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Books on the topic "Professional write"

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Understanding Professional write. SYBEX, 1990.

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Using Professional write. Que Corp., 1989.

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Perry, Greg M. Professional Write and File made easy. Osborne McGraw-Hill, 1990.

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Mark, Brownstein, ed. Advanced PFS:professional: Write & file. Osborne McGraw-Hill, 1987.

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Publishing, Arco, ed. How to write like a professional. Arco Pub., 1985.

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Beinhorn, George. Using Professional write plus for Windows. Que, 1991.

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Litton, Gerry M. PC Magazine guide to professional write plus. Ziff-Davis Press, 1991.

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Walkowski, Debbie. The first bookof Professional Write PLUS for the PC. Sams, 1991.

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Wolf, Douglas J. The best book of Professional Write and File. H.W. Sams, 1990.

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Walkowski, Debbie. The first book of Professional Write PLUS for the PC. Sams, 1991.

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Book chapters on the topic "Professional write"

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Hicks, Troy, Jeremy Hyler, and Wiline Pangle. "Professional Development in Science and Writing." In Ask, Explore, Write! Routledge, 2020. http://dx.doi.org/10.4324/9780429275265-6.

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Alsop, Auldeen. "Learning to Write and Writing to Learn." In Continuing Professional Development in Health and Social Care. John Wiley & Sons, Ltd., 2013. http://dx.doi.org/10.1002/9781118782859.ch9.

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Cook, Martie. "Essentials of a Professional Pitch." In Write to TV Out of Your Head and Onto the Screen. Routledge, 2020. http://dx.doi.org/10.4324/9780429322068-29.

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Collins, Jim. "“If You Can Read, You Can Write, or Can You, Really?”." In New Directions in Book History. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_16.

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AbstractThe popular literary culture that emerged in the late 1990 s depended on a number of interdependent factors that formed a unique media ecology—book clubs (actual, online, televisual) literary bestsellers, Amazon.com, high-concept adaptation films, “superstore” bookstore chains, etc. The reading cultures generated by that media ecology were unified by certain overarching values, none more significant than the empowerment of amateur readers who were driven by the conviction that passionate reading was equal, if not superior to the bloodless close reading of professionalized readers. While the latter required a long apprenticeship, the former was guided by a self-imaging process that was fueled by a reading advice industry that provided confidence-building measures to validate that reading. The empowerment of readers depended on knowing where to look for both expertise and validation. Or, to put it another way, quality reading depended less on native intelligence, or a university education, and more on the ability to search and filter. Many of the factors that led to a fundamental recalibration of the relationship between amateur and professionalized reading have also changed the relationship between amateur and professional writing. I want to focus on the deeply conflicted perspectives concerning how the craft of writing is taught, or even can be taught, that have emerged over the past year in North American Literary cultures, in three contemporary novels, Tommy Orange’s There There (2018), Sigrid Nunez’s The Friend (2018) and Ocean Vuong’s On Earth We are Briefly Gorgeous (2019).

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Swaine, Matt, Harriett Gilbert, and Gavin Allen. "The professional writer." In Writing for Journalists, 4th ed. Routledge, 2021. http://dx.doi.org/10.4324/9780429351761-14.

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Miller, Larry S., and John T. Whitehead. "Starting to Write." In Report Writing for Criminal Justice Professionals. Routledge, 2017. http://dx.doi.org/10.4324/9781315267579-2.

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Hughes, Linda K. "The Professional Woman Writer." In The History of British Women’s Writing, 1830–1880. Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-58465-6_4.

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Knapp, Joan. "Can Engineers Write." In Writing and Speaking in the Technology Professions. John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119134633.ch1.

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Savakinas, Ruth C. "Ready, Aim-Write!" In Writing and Speaking in the Technology Professions. John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119134633.ch4.

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Harris, Tom. "How Do You Write a Business Plan?" In Management for Professionals. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94547-7_9.

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Conference papers on the topic "Professional write"

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Jakobs, Eva-Maria, Clay Spinuzzi, Claas Digmayer, and Gregory Pogue. "Co-creation by commenting: Participatory ways to write Quicklook® reports." In 2015 IEEE International Professional Communication Conference (ProComm). IEEE, 2015. http://dx.doi.org/10.1109/ipcc.2015.7235823.

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Collins, Jeff. "Engineers learn to write: Coaching the art of noticing with writing samples." In 2010 IEEE International Professional Communication Conference (IPCC 2010). IEEE, 2010. http://dx.doi.org/10.1109/ipcc.2010.5529817.

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Lax, Joanne. "Laying a foundation for academic writing in engineering: Helping international graduate students write in English." In 2014 IEEE International Professional Communication Conference (IPCC). IEEE, 2014. http://dx.doi.org/10.1109/ipcc.2014.7020353.

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Ono, Y. A. "Effective methods for training Japanese industry research engineers to write proper technical papers in English." In 2009 IEEE International Professional Communication Conference (IPCC 2009). IEEE, 2009. http://dx.doi.org/10.1109/ipcc.2009.5208690.

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Mackay, Margaret. "WHY WRITE IT DOWN? TO THINK THROUGH WHAT REALLY MATTERS IN MY PROFESSIONAL VIEW." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0815.

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Garza, Susan. "Extended abstract: Write like you talk? Research on the effects of voice to text applications when used as part of the writing process." In 2015 IEEE International Professional Communication Conference (ProComm). IEEE, 2015. http://dx.doi.org/10.1109/ipcc.2015.7235820.

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Bozhinovska Lazarevska, Zorica, Marina Trpeska, Atanasko Atanasovski, and Ivan Dionisijev. "AUDIT PROFESSION IN THE SHADOW OF THE COVID -19 - A PERCEPTION OF AUDITORS IN REPUBLIC OF NORTH MACEDONIA." In Economic and Business Trends Shaping the Future. Ss Cyril and Methodius University, Faculty of Economics-Skopje, 2020. http://dx.doi.org/10.47063/ebtsf.2020.0006.

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The virtual practice has posed serious challenges and opened many dilemmas for the auditors. How to obtain sufficient and appropriate audit evidence in the absence of communication with the client, to assess the risks of material misstatement, to recognize the symptoms of fraud, to check subsequent events, to assess the ability for ‘going concern’, to exercise the required level of professional skepticism, and how to write an audit report in which the auditor will offer a reasonable assurance to users of the opinion expressed. Health experts warn that even in the postCOVID-19 period, the social distance will be an integral part of our lives. In that regard, IFAC also points out the need to prepare auditors for work in the so-called "the new normal". The paper researches how the COVID-19 pandemic affects the audit profession in the Republic of North Macedonia. For that purpose, our research is based on a survey distributed to the certified auditors, members of IORRM (Institute of Certified Auditors of the Republic of North Macedonia). From the questions asked, we have concluded whether and how much the pandemic has changed the approach of auditors in conducting audit engagements, how auditors have managed to amortize the initial shock, whether they have prepared a strategy for virtual practice in the environment of the so-called "new normal" and what are the biggest challenges they expect to face in the post-COVID world. In general, it can be concluded that all challenges posed by the pandemic will be more easily overcome by joint and smart action of certified auditors and related associations and regulatory bodies, in order to find alternative ways of acting in a radically changed environment under the influence of the COVID-19 pandemic. In addition to analyzing data obtained from the survey, documents related to the impact of COVID-19 pandemic worldwide are used, as well as other literature and scientific papers on how the audit profession responds to the COVID crisis.

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McClure, G. "Writer perception of reader preference." In International Conference on Professional Communication,Communication Across the Sea: North American and European Practices. IEEE, 1990. http://dx.doi.org/10.1109/ipcc.1990.111142.

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Larbi, N. E., and S. Springfield. "When no one's home: being a remote writer on distributed teams." In IEEE International Professional Communication Conference, 2003. IPCC 2003. Proceedings. IEEE, 2003. http://dx.doi.org/10.1109/ipcc.2003.1245518.

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Raevskaia, O., U. Karpenko, and M. Kolodeznaia Kolodeznaia. "ROLE AND FURTHER DEVELOPMENT OF ACCOUNTING IN CONDITIONS DIGITAL ECONOMICS." In Problems and mechanisms of implementation of national priorities of socio-economic development of Russia. Khabarovsk State University of Economics and Law, 2020. http://dx.doi.org/10.38161/978-5-7823-0740-0-2020-031-036.

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Author writes about present-day state of accounting in Russian Federation in conditions of digitization economy, perspectives of its further development and significance of accountant as profession in future

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Reports on the topic "Professional write"

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.

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