college students

It is imperative that college students can speak and write correctly. A college student should possess characteristics in speaking and writing in order to maintain an adequate grade in college. College students are also held at a higher standard for many different reasons. If someone who cannot speak or write adequately has a degree, then the importance of speaking and writing seems almost non-existent. Speaking and writing is imperative to graduate college due to the importance of speaking and writing in everyday life. Most careers require adequate speaking and writing skills for the job itself. Writing has been found to improve student performance across a variety of disciplines (Herrington, 1981; Fulwiler, 1984).  Writing often will improve every class a student takes and will also aid in speaking. Every job today requires some form of communication whether that be in person or through the internet. All business professions, even those that many would expect to require little writing, place a high premium on written communication skills, and many employers “specifically identify communications skills as a job requirement”; even when not explicitly listed, there is a “strong assumption that the requirement is implicit” (Krapels & Davis, 2003, p. 90). It is imperative to college students to learn how to speak and write adequately to progress in all career fields. When a college student speaks to their professor or classmates the student needs to be able to communicate adequately and without issue. Practicing speaking and writing skills will aid when a student begins reading as well. All these skills tie into different communication techniques to help college students thrive in college and with their career paths as well. 

References 

Nicosia, G. (1997). Implementing public speaking skills across the curriculum. Community Review, 15,74. 

Mascle, D. D. (2013). Writing Self-Efficacy and Written Communication Skills. Business Communication Quarterly, 76(2), 216–225. https://doi-org.bethelu.idm.oclc.org/10.1177/1080569913480234 

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