A survey of the co-op writing experiences of recent engineering graduates

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Abstract

This article reports on a survey of 162 recent engineering graduates about their writing experiences during co-op. Specifically, the survey obtained data about how much time they spent writing, to what extent they engaged in collaborative writing, what kinds of documents they wrote, and the purposes and audiences for those documents, whether they believed their employers valued writing ability, and what strategies they perceived as most helpful in learning to write like engineers. Data were analyzed in terms of engineering specialty and gender. The findings are presented, along with implications for teaching and future research.

Original languageEnglish
Pages (from-to)137-152
Number of pages16
JournalIEEE Transactions on Professional Communication
Volume43
Issue number2
DOIs
StatePublished - 2000

Keywords

  • Cooperative education
  • Engineering writing
  • Gender and writing
  • Technical writing
  • Writing across the curriculum
  • Writing in the disciplines
  • Writing to learn

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