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Journal articles on the topic 'Written communication Written communication'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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1

Brown, Kathleen C. "Written Communication." AAOHN Journal 38, no. 9 (September 1990): 455–56. http://dx.doi.org/10.1177/216507999003800908.

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2

Prabavathi, R., and P. C. Nagasubramani. "Effective oral and written communication." Journal of Applied and Advanced Research 3, S1 (May 10, 2018): 29. http://dx.doi.org/10.21839/jaar.2018.v3is1.164.

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People communicate using different methods such as sending an email, talking on the phone and placing print advertisements in specific places. Communication is the process of sending and receiving messages between two people, a person and a group or a group to a group. Written and oral communication is used daily in meetings, lecture halls and exams. Written and oral communication are unique in that each word used must have specific purpose, otherwise it can lead to misunderstandings. Over 70% of our time is spent communicating with others, and that’s the one interaction every person must do. Everyone must communicate their needs and ideas. Every organization must communicate its products and services. Unfortunately, many people have trouble in this area. Some just don’t have the professional impact they need to get ahead in today’s corporate world. Communication is technically defined as the process in which information is enclosed in a package and imparted from the sender to the receiver through a medium. Communication can be of many types and can be summarized in short as WOVEN, i.e. Written, Oral, Verbal, Electronic and Non-Verbal. Oral and written forms of communication are the most common and frequently used forms of communication. This article is a consolidation of details so as to help you understand in detail about oral and written forms of communication.
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3

Beisenova, Zhainagul S., Ainur T. Bayekeyeva, Sabira M. Sapina, Bekzat B. Dinayeva, and Aizada K. Utanova. "The Study of Creolized Texts in Written Communication." Indian Journal of Applied Research 4, no. 5 (October 2011): 1–2. http://dx.doi.org/10.15373/2249555x/may2014/219.

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4

Huws, Rhodri, and Gwyneth Sampson. "Therapy by written communication." Sexual and Marital Therapy 6, no. 3 (July 1991): 323–26. http://dx.doi.org/10.1080/02674659108409609.

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5

Arroyo González, Rosario, and Coral Ivy Hunt Gómez. "Research on Written Communication." International Journal of Learning: Annual Review 16, no. 3 (2009): 167–84. http://dx.doi.org/10.18848/1447-9494/cgp/v16i03/46157.

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6

Polselli, Paola. "Institutional written communication and multilingualism." SALUTE E SOCIETÀ, no. 1 (June 2013): 121–46. http://dx.doi.org/10.3280/ses2013-001009en.

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7

Khalupo, Ol'ga Ivanovna. "Specificity of Official Written Communication." Filologičeskie nauki. Voprosy teorii i praktiki, no. 7 (July 2020): 278–82. http://dx.doi.org/10.30853/filnauki.2020.7.55.

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8

Colombo, Laura (Violeta). "Standard Written Academic English: A Critical Appraisal." International Journal of Literacy, Culture, and Language Education 1 (March 5, 2012): 124–40. http://dx.doi.org/10.14434/ijlcle.v1i0.26830.

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Science today is mainly communicated through standard written academic English (SWAE). In this paper, I apply the postulations of Gramsci, Bourdieu and Canagarajah to show how domination structures are reproduced in scientific communication worldwide. I argue that these structures do not allow nondominant epistemologies and ways of producing and communicating science to participate in the international arena. I apply a critical lens to interpret each one of the terms present in SWAE. I propose that a critical appraisal of each one of these terms is the first step towards a more democratic conceptualization of science communication where the standards are not only seen as a means of innocuous communication but also as ideologically charged fictitious universals. It is my claim that understanding the arbitrary nature of these universals and the influence that language has on knowledge construction will give space to nondominant ways of producing and communicating knowledge.
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9

Milyoshina, Larisa V. "WRITTEN COMMUNICATION FEATURES OF MODERN STUDENT." Известия Воронежского государственного педагогического университета, no. 3 (2020): 178–82. http://dx.doi.org/10.47438/2309-7078_2020_3_178.

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10

Suchan, Jim. "Gauging Openness to Written Communication Change." Journal of Business and Technical Communication 28, no. 4 (May 26, 2014): 447–76. http://dx.doi.org/10.1177/1050651914536187.

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11

Kuo, Chin Y. "Forum: Communication skills: written and verbal." International Journal of Environmental Engineering 3, no. 3/4 (2011): 391. http://dx.doi.org/10.1504/ijee.2011.041380.

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12

Farrell, Thomas J., and Richard Leo Enos. "Oral and Written Communication: Historical Approaches." College Composition and Communication 42, no. 2 (May 1991): 256. http://dx.doi.org/10.2307/358212.

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13

Bizzell, Patricia, Bennett A. Rafoth, and Donald L. Rubin. "The Social Construction of Written Communication." College Composition and Communication 40, no. 4 (December 1989): 483. http://dx.doi.org/10.2307/358250.

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14

Francois, José. "Improving Family Medicine Residents’ Written Communication." Canadian Medical Education Journal 3, no. 1 (April 30, 2012): e64-e68. http://dx.doi.org/10.36834/cmej.36569.

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Background: Although competency in written communication is a core skill, written communication is seldom the focus of formal instruction in medical education. The objective of this intervention was to implement a self-assessment strategy to assist learners in improving their letter writing skills and then to evaluate its feasibility, reliability and potential educational value. Methods: Eight first-year family medicine residents from two teaching sites completing a six month family medicine rotation used a self-assessment process which included a self-study module and an assessment tool for letters. Each resident applied the self-assessment tool to eight to ten consecutive consult/referral request letters. Participants submitted initial and redrafted letters for independent rating. Results: Analysis of the content, style and global ratings of the initial 77 draft letters showed multiple deficiencies in the content of their letters. It was confirmed that by using the self-assessment tool, residents were able to reliably assess the quality of their letters. Residents’ assessments and those of the expert closely correlated (Pearson correlation 0.861, p < 0.0001). Over the course of the study the residents’ overall performance improved and the difference in total scores between the initial drafts and the rewritten letters narrowed. Conclusion: A self-assessment process of written communication significantly improves the quality and completeness of routine consult/referral request letters.
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15

Bonk, Robert J., Paul T. Imhoff, and Alexander H. D. Cheng. "Integrating Written Communication within Engineering Curricula." Journal of Professional Issues in Engineering Education and Practice 128, no. 4 (October 2002): 152–59. http://dx.doi.org/10.1061/(asce)1052-3928(2002)128:4(152).

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16

Stratman, James F., and Thomas M. Duffy. "Conceptualizing Research on Written Management Communication." Management Communication Quarterly 3, no. 4 (May 1990): 429–51. http://dx.doi.org/10.1177/0893318990003004002.

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17

Hagge, John, and Charles Kostelnick. "Conceptualizing Research on Written Management Communication." Management Communication Quarterly 4, no. 3 (February 1991): 375–80. http://dx.doi.org/10.1177/0893318991004003006.

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18

Stratman, James F., and Thomas M. Duffy. "Conceptualizing Research on Written Management Communication." Management Communication Quarterly 4, no. 3 (February 1991): 381–85. http://dx.doi.org/10.1177/0893318991004003007.

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19

Traxler, Matthew J., and Morton Ann Gernsbacher. "Improving written communication through minimal feedback." Language and Cognitive Processes 7, no. 1 (February 1992): 1–22. http://dx.doi.org/10.1080/01690969208409378.

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20

Traxler, Matthew J., and Morton Ann Gernsbacher. "Improving written communication through perspective-taking." Language and Cognitive Processes 8, no. 3 (August 1993): 311–34. http://dx.doi.org/10.1080/01690969308406958.

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21

Raciti, Maria M., and Tracey S. Dagger. "Embedding relationship cues in written communication." Journal of Services Marketing 24, no. 2 (April 27, 2010): 103–11. http://dx.doi.org/10.1108/08876041011031082.

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22

Brody, Jill. "The Social Construction of Written Communication:The Social Construction of Written Communication." Journal of Linguistic Anthropology 1, no. 1 (June 1991): 122–23. http://dx.doi.org/10.1525/jlin.1991.1.1.122.

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23

Dinică, Răzvan C. "Non-verbal Communication - Indispensable Complement of Oral and Written Communication." Procedia - Social and Behavioral Sciences 137 (July 2014): 105–11. http://dx.doi.org/10.1016/j.sbspro.2014.05.260.

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24

ABDERRAHMANE, BABNI. "COMPUTER-MEDIATED COMMUNICATION AND LANGUAGE EDUCATION: FOCUS ON WRITTEN COMMUNICATION." i-manager’s Journal on English Language Teaching 9, no. 1 (2019): 50. http://dx.doi.org/10.26634/jelt.9.1.14781.

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25

Hample, Dale, Christopher Gordy, Alison Sellie, Michaela Wright, and David Zanolla. "Inventional Repertoires and Written Messages." Communication Studies 59, no. 3 (August 12, 2008): 220–34. http://dx.doi.org/10.1080/10510970802257630.

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26

Antonenko, I. I. "CONTENT OF TEACHING PROFESSIONALLY ORIENTED WRITTEN COMMUNICATION." Advanced Education, no. 4 (December 1, 2015): 4–7. http://dx.doi.org/10.20535/2410-8286.56223.

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27

Campana, Deborah. "Information Flow: Written Communication among Music Librarians." Notes 47, no. 3 (March 1991): 686. http://dx.doi.org/10.2307/941855.

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28

Teleky, Mariia. "Subjective modality of statements in written communication." Current issues of social sciences and history of medicine, no. 4 (November 27, 2014): 82–89. http://dx.doi.org/10.24061/2411-6181.4.2014.61.

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29

Anson, Chris M., Gesa Kirsch, and Duane H. Roen. "A Sense of Audience in Written Communication." College Composition and Communication 43, no. 1 (February 1992): 93. http://dx.doi.org/10.2307/357370.

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30

Attan, Anie, Abdul Halim Abdul Raof, Noor Abidah Mohd Omar, Khairi Izwan Abdullah, and Masputeriah Hamzah. "Establishing the Construct of Workplace Written Communication." Procedia - Social and Behavioral Sciences 66 (December 2012): 76–85. http://dx.doi.org/10.1016/j.sbspro.2012.11.249.

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31

Attan, Anie, Abdul Halim Abdul Raof, Masputeriah Hamzah, Khairi Izwan Abdullah, and Noor Abidah Mohd Omar. "Developing a Profile of Workplace Written Communication." Procedia - Social and Behavioral Sciences 70 (January 2013): 969–78. http://dx.doi.org/10.1016/j.sbspro.2013.01.147.

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32

Suciu, Lavinia, Simona Şimon, and Annamaria Kilyeni. "Developing the PR Students’ Written Communication Skills." Procedia - Social and Behavioral Sciences 191 (June 2015): 709–12. http://dx.doi.org/10.1016/j.sbspro.2015.04.489.

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33

Chiodo, Beverly A., and Barbara A. Hatcher. "Written Communication: More Powerful than the Polls?" Journal of Education for Business 64, no. 3 (December 1988): 140–42. http://dx.doi.org/10.1080/08832323.1988.10117347.

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34

Leslie, S. K. "Practices of Internal Written Communication Training Programs." Journal of Business Communication 23, no. 2 (April 1, 1986): 51–56. http://dx.doi.org/10.1177/002194368602300206.

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35

Medvedeva, Natalya. "Methodological Model for Teaching Written Professional Communication." Procedia - Social and Behavioral Sciences 236 (December 2016): 283–88. http://dx.doi.org/10.1016/j.sbspro.2016.12.030.

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36

Jones, Christopher G. "Written and Computer-Mediated Accounting Communication Skills." Business Communication Quarterly 74, no. 3 (August 30, 2011): 247–71. http://dx.doi.org/10.1177/1080569911413808.

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37

Mascle, Deanna DeBrine. "Writing Self-Efficacy and Written Communication Skills." Business Communication Quarterly 76, no. 2 (March 19, 2013): 216–25. http://dx.doi.org/10.1177/1080569913480234.

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38

Casady, Mona, and Lynn Wasson. "Written Communication Skills of International Business Persons." Bulletin of the Association for Business Communication 57, no. 4 (December 1994): 36–40. http://dx.doi.org/10.1177/108056999405700407.

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39

Quible, Zane K., and Eric J. Ray. "Using the Internet in Written Business Communication." Business Communication Quarterly 58, no. 4 (December 1995): 11–15. http://dx.doi.org/10.1177/108056999505800402.

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The Internet already has become a pervasive force in our society, and projections are that it will continue to become even more so in the future. We educators need to be sure we are preparing our students adequately to use the rich resources found on the Internet. The purpose of this article is to help business communication instructors become more familiar with the Internet and to discuss ways its use- through several scenarios - can be incorporated into writ ten business communication courses.
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40

Cadwell, Robert, and MJ Outcault Hill. "Improving written communication among English language learners." Westcliff International Journal of Applied Research 2, no. 1 (April 1, 2018): 63–68. http://dx.doi.org/10.47670/wuwijar201821rcmjoh.

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Teachers of English language learners (ELL) face two important tasks. First, they must help students master the content of a specific subject matter and compile evidence that students can demonstrate mastery. Second, they must help students achieve proficiency in academic English, both orally and in writing. In this short article, the authors would like to share some of the practical techniques researchers have found for helping students master the content of a specific subject matter and offer suggestions to help ELL students begin mastering the difficult task of communicating in writing.
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41

Папуша, И., and I. Papusha. "Units of Written Communication: Complex Syntactic Integer." Scientific Research and Development. Modern Communication Studies 6, no. 6 (November 29, 2017): 19–23. http://dx.doi.org/10.12737/article_5a1299b8280007.57701458.

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The article presents the description of a complex syntactic whole as the main unit of written communication in the aspect of the efficiency of its use in the texts of the book of functional styles. Special attention is paid to invariant matrices of complex syntactic whole, as the external forms of complex syntactic whole form stable multiple of the identity, and the analysis forms of complex syntactic whole allows to speak about given regularities of production / perception, which is impossible within the scope of a shape.
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42

Lazic, Bojana. "10.5937/comman1431023l = Sign substitutes for nonverbal communication in written virtual communication." CM - casopis za upravljanje komuniciranjem 9, no. 31 (2014): 23–38. http://dx.doi.org/10.5937/comman1431023l.

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43

Hopps-Wallis, Kathryn, and Bob Perry. "‘You can't Write that’: The Challenges of Written Communication between Preschools and Schools." Australasian Journal of Early Childhood 42, no. 3 (September 2017): 22–30. http://dx.doi.org/10.23965/ajec.42.3.03.

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RECENT REFORMS IN AUSTRALIA have brought an increasing expectation on early childhood educators to work together across settings at times of children's transition. In particular, the transition to school has been identified as an important time when educators are required to collaborate in order to support children, families and communities. Written forms of communication have been encouraged, and in some cases mandated, as a basis for transferring information about children from preschools to schools. The premise of such initiatives is that the information will enhance children's transitions by assisting schools to build on children's prior experiences. However, there has been little research into the practice of preschool–school communication including issues that impact on it. This article reports the challenges preschool and school educators identified in using written channels to transfer information between settings. The results indicate that written communication can be problematic. Several issues are identified that shape written communication practices and limit their effectiveness as a support for children and as a means of developing positive relationships between settings.
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44

Hidayah, Nurul. "A Descriptive Study of Registers Found in Spoken and Written Communication (A Semantic Analysis)." Register Journal 2, no. 2 (July 1, 2016): 121. http://dx.doi.org/10.18326/rgt.v2i2.121-134.

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This research is descriptive study of registers found in spoken and written communication. The type of this research is Descriptive Qualitative Research. In this research, the data of the study is register in spoken and written communication that are found in a book entitled "Communicating! Theory and Practice" and from internet. The data can be in the forms of words, phrases and abbreviation. In relation with method of collection data, the writer uses the library method as her instrument. The writer relates it to the study of register in spoken and written communication. The technique of analyzing the data using descriptive method. The types of register in this term will be separated into formal register and informal register, and identify the meaning of register.Keywords: Register; Spoken and Written Communication; Jargon; Slang; Motherese
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45

Durand, Douglas, John Weitzel, and Anita Hansen. "Computer Analysis of Sensory Predicate Use in Written and Oral Communication." Psychological Reports 65, no. 2 (October 1989): 675–84. http://dx.doi.org/10.2466/pr0.1989.65.2.675.

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Numerous studies have shown that the predominant activity for white collar work is communication. Much interpersonal communication depends upon nonverbal cues; these are significantly reduced or lost by electronic media (e.g., electronic mail). This study explored a possibility for maintaining interpersonal rapport while using information technology. Using Neurolinguistic Programming concepts, an analysis of written and spoken sensory predicate patterns was conducted. Sensory predicates were detected in both electronic and oral communications. The results hold promise for increased interpersonal rapport by automating the matching of predicates in electronic messages.
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46

Labenko, O. A. "Genre peculiarities of business written communication in French." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 36 (2019): 157–69. http://dx.doi.org/10.17721/2663-6530.2019.36.12.

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Business communication has become an integral part of all spheres of public life. In the process of management, communication plays a preeminent role and competence in business communication is required for successful professional activities in any field. In Administrative Management System two types of communication can be distinguished: external and internal communication. External communication occurs between the organization and external party. Internal communication is the transmission of information within the organization. The internal communication is an important element in the management of any enterprise or institution. A well-organized internal communication system is required condition for the effective operation of enterprises. The effectiveness of internal communication depends on the ability of managers and subordinates to communicate correctly at all levels. The communicative competence of communication participants require specific skills of writing different types of messages. The article deals with genre-compositional features of various types of messages that provide internal communication at enterprises or institutions: emails, administrative notes, newsletters, analytical notes, reports. Electronic correspondence is a very common means of communication at all levels: downward, ascending, horizontal. All kinds of notes are usually used as an element of downwards communication, and reports are only an element of ascending communication. The article also provides indispensable details of each type of message and samples of the formulation of these messages, and suggests recommendations for the writing of these types of messages.
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47

Pleshkevich, E. A. "The problem of the transition from oral communications to written ones: based on the Ancient Greek literature." Bibliosphere, no. 1 (March 30, 2019): 18–25. http://dx.doi.org/10.20913/1815-3186-2019-1-18-25.

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The article is devoted to the problem of transition in Ancient Greece from oral culture to written one. Most foreign and domestic researchers associate the duration and instability of this transition with 1) peculiarities of organizing the political power, 2) the anthropomorphic specifics of Greek culture. The author proposes to analyze applying oral and written communications in the key works of such ancient Greek writers as Homer (Iliad, Odyssey), Hesiod (Theogony), Aeschylus (Petitioner), Aristophanes (Birds), as well as philosophical works of Plato (Fedr). It is established that the Ancient Greek authors, despite the possession of writing, guided in their works on oral communication and such forms of confidence in oral communication as personal testimony, religious oath, reinforcing all this belief in a possible religious punishment. As a result, the Ancient Greek authors either ignore or portray as secondary written communication in the absence of specially created institutional forms of trust. The author proposes an original hypothesis, in the context of which he explains this phenomenon by the inability of institutional forms of confidence created for oral communications to perform its function in the transition to written communications and «slows down» the transition process. The author’s hypothesis is based on the theory of documentary information, in which context the final transition to written communi­cations was completed only after the creation of institutional forms of confidencein written communications in the form of archives and libraries.
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48

Gilsdorf, J. W. "Written Corporate Policy on Communicating." Management Communication Quarterly 5, no. 3 (February 1992): 316–47. http://dx.doi.org/10.1177/0893318992005003003.

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49

Loureiro, Marlene, Norberto Loureiro, and Rui Silva. "Differences of Gender in Oral and Written Communication Apprehension of University Students." Education Sciences 10, no. 12 (December 14, 2020): 379. http://dx.doi.org/10.3390/educsci10120379.

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Oral and written skills are increasingly considered to be essential tools in the job market for the success of any worker, and are thus called soft skills. Nevertheless, most graduates who enter the labor market experience difficulties in the apprehension of communication, not only with regard to writing, but also in oral communication. These difficulties are also noticeable in the classroom, for instance when students need to participate by expressing their doubts when they have to present research work within the curricular units they attend, or when they have to write their answers in assessment tests. In this paper, we explore the communication skills of students from different graduate degrees (n = 345) in order to understand how they prepare for oral and written communication. We made use of the Personal Report of Communication Apprehension (PRCA), validated by McCroskey, Beatty, Kearney, and Plax (1985), in order to understand students’ oral communication apprehension. To understand the levels of written communication apprehension, we applied the Daly–Miller Writing Apprehension Test (DMWA). We thus analyzed the communicational skills and the communication apprehension of students from social and human sciences courses in order to understand how they prepare for oral and writing communication, and whether there were differences between genders and between different graduate courses regarding communication apprehension. The main results of this research confirm that the students experienced difficulties with and fear of communication, especially for oral communication. Furthermore, the results indicate that female students showed more significant levels of anxiety with regard to oral and written communication than male students. This exploratory study also makes it possible to distinguish areas of communication apprehension according to the different genders, and even with regard to the degree courses students belonged to.
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50

Fowler, John. "Written communication: from staff nurse to nurse consultant. Part 3: email communication." British Journal of Nursing 23, no. 17 (September 25, 2014): 958. http://dx.doi.org/10.12968/bjon.2014.23.17.958.

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