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At North Carolina State University forestry faculty members incorporate writing instruction in technical courses and provide team evaluations of student papers. Results include improved student attitudes and understanding concerning report writing, gains in stylistic and grammatical performance, and increasingly functional reports. Faculties who wish to improve student writing must consistently and frequently demand that students communicate their knowledge in realistic reporting situations, and must teach effective use of data and literature and encourage verbal precision and adaptation of style to audience.
Document Type: Journal Article
Teaches Technical Writing in the Department of Forestry at North Carolina State University, Raleigh 27650
Publication date: August 1, 1983
More about this publication?
The Journal of Forestry is the most widely circulated scholarly forestry journal in the world. In print since 1902, the Journal has received several national awards for excellence. The mission of the Journal of Forestry is to advance the profession of forestry by keeping forest management professionals informed about significant developments and ideas in the many facets of forestry: economics, education and communication, entomology and pathology, fire, forest ecology, geospatial technologies, history, international forestry, measurements, policy, recreation, silviculture, social sciences, soils and hydrology, urban and community forestry, utilization and engineering, and wildlife management. The Journal is published bimonthly: January, March, May, July, September, and November.