Flipping the Composing Process

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.

Journal
Business and Professional Communication Quarterly
Published
2016-03-01
DOI
10.1177/2329490615602251
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Citation Context

Cited by in this index (3)

  1. Business and Professional Communication Quarterly
  2. Business and Professional Communication Quarterly
  3. Business and Professional Communication Quarterly

Cites in this index (2)

  1. Business and Professional Communication Quarterly
  2. Pedagogy
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