Writing, Reading and Reality

The performance-related writing and reading competencies required in most occupations are seldom emphasized in elementary and secondary school education. Performance-related writing may be simplistic, but its composition is more complex--in occupational writing, context, audience assessment, attention to detail, concise clarity, message organization, and organization of relevant illustrations are more important than style and mechanics. Occupational reading seems simple, but it depends heavily on the use of prior knowledge and insightful interpretation. Given awareness of occupational competencies and the need for their instruction, teachers of most subjects can show students how to write and read task-oriented messages and how to find and use information. While work-related writing instruction could require varied information formats, occupationally-relevant reading instruction should address identification and use of appropriate resources and references. Cooperative efforts should establish logical connections between reading, writing, and vocational applications. For example, Applied Communication, a problem-based learning curriculum which focuses on the needs of high school vocational students, is being developed through the cooperative efforts of vocational and English communication experts. (Two sets of examples, one containing samples of typical occupational writing, and the other, samples of typical occupational reading, are included.) (JK)