Abram Anders

Research, Media, Flows

Category: Research (page 2 of 6)

Collaborative Writing and Resumes

Anders, A. (2015). Flipping the composing process: Collaborative drafting and resume writing. Business and Professional Communication Quarterly. SAGE Online First. doi:10.1177/2329490615602251 http://bcq.sagepub.com/cgi/content/long/2329490615602251v1 

Abstract: This article argues for a flipped learning approach to business and professional communication composing processes. Flipped learning sequences can scaffold more robust engagement with prewriting activities and support opportunities for in-class collaborative and facilitated drafting exercises. These types of learning experiences offer numerous pedagogical benefits, including more conscious control of messaging strategies and the development of more creative, rhetorically informed communication products. The effectiveness of this approach is explored through a case study of a flipped learning sequence and collaborative drafting workshop designed for an employment communication and résumé-writing assignment.

Press coverage

“The code to writing an attention-grabbing resume, according to science” .

Student Responses to Networked Learning for Professional Communication

Anders, Abram. “Student Responses to Networked Learning for Professional Communication.” 79th Annual Association for Business Communication Convention. Philadelphia, PA. October 2014.

See the full length video documentary here.

This presentation offers an overview of student responses and learning outcomes for a business communication course that employs a networked learning pedagogical approach. Results include video clips of focus group interviews and quantitative results from a pre/post survey of student networking skills focusing on confidence and anticipated behaviors.

The course design employs networked learning as a conceptual frame for a pedagogy that promises to rigorously teach specific skills and relevant domain knowledge while also situating these experiences in the context of building technological and social networks that support lifelong learning and professional development. Course activities are organized and shared through custom designed community blog site. The design includes a series of assignments geared toward helping students demonstrate professional competencies and develop professional networks. In addition, it employs peer review processes designed to help scale assessment and feedback in participatory media contexts. Finally, the study addresses the ethical and practical challenges – and the meaningful rewards – of networked learning practices for professional communications pedagogy.

Threshold Genres and the Elevator Pitch

Anders, Abram. “From Threshold Concepts to Threshold Genres: Elevator Pitches as Gateways to Effective Business Communication.” Association for Business Communication – Midwestern Conference. Minneapolis, MN. April 2014.

Threshold concepts are a significant contribution to pedagogical theories of higher education. Meyer and Land describe threshold concepts as portals to higher level understandings of disciplinary cultures and knowledges. This study argues for extending and adapting this theory to include “threshold genres” as gateways of communication practice. In this theorization, genres are argued to embed and coordinate a series of threshold concepts in a performative application that addresses a real problem-solving context. More specifically, this study argues that elevator pitches are a genre that integrates a range of essential management and business communication skills including audience analysis, concise message development, persuasive appeals, and value propositions. Furthermore, elevator pitches require the coordination and integration of written and oral communication skills.

Though elevator pitches could be categorized as supplementary to more formal or structured business genres such as the business plan, self-introduction, or report for decision making, this study argues that they offer unique pedagogical value. Elevator pitches merge the importance of keeping it short and simple for written communication and the audience immediacy of oral communication. When students achieve success in an elevator pitch, they internalize expectations for a range of business communication capacities and skills including conciseness, you-focus, persuasiveness, preparation, and performance. Furthermore, elevator pitches are a universally relevant genre including diverse applications such as seeking a job, networking, proposing an business idea, proposing a business opportunity, and communicating organizational stories.

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