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ERIC Number: EJ798370
Record Type: Journal
Publication Date: 2005
Pages: 8
Abstractor: ERIC
Reference Count: 9
ISSN: ISSN-1080-5699
A Small-Scale Client Project for Business Writing Students: Developing a Guide for First-Time Home Buyers
Kreth, Melinda L.
Business Communication Quarterly, v68 n1 p52-59 2005
This assignment reflects a client-based pedagogy, which is often used in technical and professional communication courses. Unlike service learning pedagogy, which emphasizes social activism, client-based pedagogy focuses on helping students to understand and respond effectively to "real-world" clients and their organizational contexts. Also, unlike case studies, which require students to play roles in fictionalized scenarios, client projects ask students to complete workplace projects provided by clients, and they potentially preserve more of the culture of the workplace, while also allowing students to address a variety of audiences. Consequently, client projects can be useful transitional experiences that bridge classroom and workplace contexts for students and expose them gradually to workplace practices and genres. In this article, the author discusses a 5-week home buyer's guide client project which is considered a useful transitional experience for students in business writing courses because it: (1) helps students analyze the needs of specific "real" audiences, in this case, first-time home buyers and the realtors who serve them; (2) helps students find and understand relevant information from a variety of sources to provide usable information for the intended audience; (3) requires students to write about and visually represent complex information in a way that is readable, suitable, accessible, and usable; (4) allows students to investigate the legal and ethical issues involved in real estate sales; and (5) helps students become informed consumers themselves.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A