Author: Claire Connolly Knox
Title: Teaching Grammar and Editing in Public Administration: Lessons Learned from Early Offerings of an Undergraduate Administrative Writing Course. Journal of Public Affairs Education , 19 (3), 515-536
Purpose: Knox (2013) examines the role of strong writing skills amongst college students before they get into the job market. The author seeks to achieve this through a survey of the undergraduates working in the public affairs programs that require writing skills.
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Methodology: The researcher uses a survey to collect data from the undergraduate programs. An email was sent to the academic coordinators to various member schools. The participant was a total of 72 undergraduate program schools. The undergraduate program coordinators were asked “to provide information about any administrative or technical writing course offered within or outside the department.” To get the whole data, a reminder email was sent to the participants followed by a phone call.
Conclusion: Knox concludes that the graduates in the public administrations require to have good writing skills and to have knowledge of the whole public sector administration. There is a need to implement the writing activities that will increase writing skills amongst the graduate students and enhance their level of understanding.
Strengths/Weaknesses : One of the strengths of this article is that it is credible because the author is a qualified writer in the field, with a Ph.D. and over five years’ experience as an associate professor. The article is relevant as it provides valid and convincing discussion about the importance of writing skills amongst college graduates getting into public administration. However, the method of survey through email used to collect data could not provide accurate responses from the participants due to lack of personal touch with the respondents.
Reference
Knox, C. C. (2013). Teaching Grammar and Editing in Public Administration: Lessons Learned from Early Offerings of an Undergraduate Administrative Writing Course. Journal of Public Affairs Education , 19 (3), 515-536.
