Improving Writing for International Business through Peer Reviews.

Autor/in	Jones, Nathan B.
Titel	Improving Writing for International Business through Peer Reviews.
Quelle	(1995), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Business Communication; Business Education; English (Second Language); Foreign Countries; Graduate Study; Higher Education; International Trade; Office Occupations Education; Peer Evaluation; Reading Comprehension; Simulation; Writing (Composition); Writing Instruction; Taiwan + Suchen Sie Ihr Suchwort? Unternehmenskommunikation; Wirtschaftserziehung; Wirtschaftspädagogik; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Trade; International relations; Handel; Internationale Beziehungen; Büro- und Verwaltungsschule; Leseverstehen; Simulation program; Simulationsprogramm; Schreibübung; Schreibunterricht
Abstract	This article reviews the development of interactive business letters as a form of peer review of writing, presents the activities's general operation, and discusses its benefits by presenting examples of actual student peer reviews from the International Trade Institute graduate school in Taiwan. Rather than have students read and critique each other's work using peer review sheets, this English-as-a-Foreign-Language (EFL) teacher in Taiwan had students assume the roles of players actively involved in a written, business negotiation. Throughout the game, the teacher would read, respond to, and evaluate the correspondence to balance peer responses with instructor feedback. Results revealed that student interactive letters injected a strong element of realism into the peer review process; that students received peer feedback from at least two readers; and that, because of the international student body at the school, students were exposed to different cultural interpretations of their written letters. By using the game approach, students received feedback on their writing through unpredictable, real-world social interaction rather than uninterested, obligatory student peer reviews. (Contains 12 references.) (Author/NAV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC