Abstract:
The purpose of this study was to assess and describe the written communication competency strengths and weaknesses of selected agricultural education graduate students. Content analysis techniques were used to analyze writing samples from 44 graduate students enrolled in two different courses at three universities. The instrument used to gather data was designed by Texas A&M University's Department of English's Writing Program's Office (WPO) and the researchers. The instruments were collected by the researchers and delivered to the WPO for analysis. The analysis consisted of an overall writing strength assessment and sentence level structure assessment.
Data showed a majority of graduate students who participated in this study had inadequacies in their writing abilities. Students had greatest difficulties with 1) development of a supported and logical argument, 2) development of a clear thesis and introduction, and 3) the ability to write a grammatically correct paper. Recommendations include a pre-acceptance assessment of student writing skills as an admissions criterion for graduate programs, professional development training in writing competence, and inclusion of writing assignments as a criterion for grading. Additional strategies for improving agricultural education graduate student writing are provided.
Keywords:
written communication competencies, agricultural education students
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