Poltavtchenko, E., & Tingerthal, J. (2011, June), Project-Directed Writing Assistance in Construction Management Program  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18802

\bibitem{asee_peer_18802}
  Poltavtchenko, E., \& Tingerthal, J. (2011, June), \emph{Project-Directed Writing Assistance in Construction Management Program}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18802

Elena Poltavtchenko and John Tingerthal.  "Project-Directed Writing Assistance in Construction Management Program".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18802 Internet.  26 Apr, 2024

\bibitem{asee_peer_18802}
  Elena Poltavtchenko and John Tingerthal.
  "Project-Directed Writing Assistance in Construction Management Program".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18802 Internet.  26 Apr, 2024

@INPROCEEDINGS{asee_peer_18802
author = "Elena Poltavtchenko and John Tingerthal"
title = "Project-Directed Writing Assistance in Construction Management Program"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18802}
number = {10.18260/1-2--18802}
}

TY  - CPAPER
AB  -         Project-Directed Writing Assistance in Construction Management                                   ProgramEmployers and teachers have long been concerned about students majoring in various disciplineswhose poor written English prevents them from reaching their full potential in university and intheir professional lives. In engineering and construction management programs in particular, theworkplace success of new graduates is ultimately affected by their oral and written communication skills. However, these students’ academic preparation for industry’s needs in terms of writtencommunication has been widely acknowledged as inadequate. For instance, the consistently lowresults on the communication skills section of the required American Institute of Constructorsexam taken by the students majoring in Construction Management show the urgent need fordiscipline-specific writing instruction. It is, therefore, imperative that such students be offeredhelp with discipline-specific written discourse. Yet the number of writing intensive classes forsuch students and the number of professionals who specialize in developing writing programsand services for these students are rather small.This empirical study fills this gap by investigating how project-directed supplemental writingassistance affects writing quality in a junior-level construction management class. By using bothquantitative and qualitative methods of data collection and analysis, the researchers examined thestudents’ progress in writing two drafts of a proposal and assessed students’ performance on thefollowing commonly problematic areas: Formatting, clarity of data/results presentation, andappropriateness of writing for intended audience. The results of the study suggest thatsupplemental writing assistance has a significant overall positive effect on student writing, and isespecially beneficial in heightening their audience awareness. The results of this study indicatethat more writing opportunities and project-directed instruction in on disciplinary writing shouldbe provided to students to help them become successful in their future careers. 
AU  - Elena Poltavtchenko
AU  - John Tingerthal
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Project-Directed Writing Assistance in Construction Management Program
UR  - https://peer.asee.org/18802
DO  - 10.18260/1-2--18802
ER  -