Background
In recent years, media coverage in Australia has reflected concerns about the inadequate English skills of international students both during their university studies and after exiting tertiary institutions (e.g Morton, 2007)
Issues with insufficient writing skills seem to be a particular problem (Healy & Trounson, 2010;
International graduates in Australia face significant challenges entering the workforce, as highlighted by Blackmore et al (2014) Key barriers include visa status, insufficient communication and soft skills, and a lack of local work experience Employers are increasingly seeking "work-ready" graduates who can integrate smoothly into the workplace.
Similarly, a major study commissioned by the Australian
Government (Arkoudis et al., 2009) found that it was more difficult for international students than their
International students in Australia face challenges in securing suitable employment post-graduation, with English language proficiency being a key factor influencing their job outcomes Additionally, the specific skills related to their professions and their personal characteristics significantly impact their employability.
In response to the perceived need for strong English language skills in university graduates, the Australian
Government commissioned the Australian Universities
Quality Agency (AUQA) to develop ‘good practice principles for English language proficiency’(Australian
The Universities Quality Agency (2009) emphasized that English language proficiency and communication skills are essential graduate attributes for all students To uphold this principle, effective practices include fostering English language proficiency throughout the course of study and exploring strategies to enhance students' communication skills.
‘demonstrate their English language proficiency to prospective employers, referees and other institutions’
The principles established by AUQA now underpin the reviews of Australian universities, emphasizing the importance of English language proficiency throughout the entire university experience, rather than limiting it to just an entry requirement.
Continued engagement with students' proficiency and development throughout their degree is crucial, as highlighted by Murray (2010), who emphasizes the importance of post-enrolment assessment of English language proficiency Many students who meet IELTS requirements for university entry often face challenges in managing their studies effectively Harper et al (2011) further illustrate the complexity of navigating various literacies essential for successful tertiary engagement, noting that linguistic capital includes academic, professional, and everyday literacies, particularly in an English-dominant context.
‘generic core of knowledge and skills in English’ (p 45).
Language tests and university study
Research indicates that international students from non-English-speaking backgrounds may not experience significant language development during their university studies in English-speaking countries A study by O’Loughlin and Arkoudis (2009) examined the IELTS score changes of 63 international students at an Australian university and found minimal improvement in writing skills The research highlights that language socialization in higher education plays a crucial role in language development, particularly the acceptance and legitimacy granted by domestic students during group work Furthermore, the focus on extended academic writing in assignments and access to academic writing support services significantly influenced students' progress in writing skills.
O’Loughlin and Arkoudis (2009) highlight that the enhancement of language proficiency during university studies is a significantly under-researched area They emphasize the potential impact this has on students as they transition into the workforce, particularly concerning writing skills The authors express concern that insufficient development in writing abilities may raise alarms for employers, both in Australia and internationally.
A recent study by Knoch et al (2015) revealed that international students' writing skills did not improve after completing a three-year undergraduate program at an Australian university The researchers attributed this stagnation to the minimal feedback provided by lecturers, who primarily concentrated on subject content rather than language proficiency in their assessments.
Moore and Morton (1999, 2005) conducted validation studies to explore the connection between the linguistic and content demands of academic writing in tertiary education and IELTS Writing Task 2 Their research, which analyzed 155 written assignments across various undergraduate and postgraduate disciplines, revealed that university writing tasks often focus on abstract theoretical concepts rather than prior knowledge Additionally, these academic tasks require a broader range of rhetorical functions, such as summarizing and describing, compared to those needed for IELTS Writing Task 2 Consequently, they concluded that IELTS Writing Task 2 aligns more closely with non-academic genres, like editorials and letters to the editor, rather than traditional academic writing assignments.
Lecturers interviewed as part of this study agreed that these were major differences, noting the absence of the integration and evaluation of source materials in Task 2
Building on the findings of their 1999 study, Moore and
Morton (2005) suggests that institutions educating international students should provide distinct writing instruction aimed at developing academic writing skills, separate from test preparation, to address the substantial differences between these two types of writing.
To enhance authentic academic writing in the TOEFL iBT, developers integrated independent and integrated writing tasks, requiring candidates to utilize short written and spoken texts for their responses Research indicates that these integrated tasks not only supply source material, fostering paraphrasing and summarizing skills, but also lead to greater lexical sophistication, syntactic complexity, and coherence in candidates' writing.
(Cumming et al., 2006; Knoch, Rouhshad, & Storch,
In 2014, ESL teachers preparing candidates for the TOEFL iBT expressed favorable opinions about the integrated writing tasks, highlighting that these tasks better simulate essential elements of academic writing compared to previous assessments.
From graduate to employee
Tertiary institutions are facing growing socio-political pressure to assess students' second language proficiency beyond initial entrance requirements to ensure their language skills meet professional standards A report by Birrell (2006) revealed that many international students in Australian universities struggle with limited English proficiency, which hampers their ability to fulfill the language criteria necessary for professional registration and permanent residency.
There is mounting pressure for universities to demonstrate that their graduates have the attributes necessary for the workplace, including language proficiency to a satisfactory standard (Blackmore et al.,
2014) As stated in the AUQA report introduced above:
English language proficiency is increasingly crucial in Australian higher education, driven by the recognition of its impact on employment outcomes and the contribution of international graduates in addressing skill shortages within the Australian workforce.
Australian studies support this focus, with graduate recruiters and employers ranking written and oral communication skills as the most essential skills
(Graduate Careers Australia, 2011; Grebennikov & Shah,
2008) A more nuanced exploration of employer expectations was reported in a study by Hinchcliffe and
A study by Jolly (2011) surveyed UK employers regarding their expectations of employees at different stages of employment At the time of appointment, 86.1% of employers expected graduates to effectively present ideas both verbally and in writing Among various employability skills, 'written communication skills' ranked as the second most important, following 'interpersonal skills' (p 573).
While English language proficiency is crucial for workplace readiness, Arkoudis, Baik, and Richardson (2012) emphasize the significance of additional factors such as profession-specific skills, teamwork capabilities, and alignment with social, cultural, and value systems Effective communication tailored to the specific workplace context is vital for a successful transition from student to professional.
Apprenticeship models emphasizing the iterative and guided writing processes, supported by experienced colleagues, are well-documented in workplace literacy studies, highlighting their importance in the transition from graduate to employee (Hinchcliffe & Jolly, 2011; Bremner, 2011; Freedman & Adam, 1996; Freedman & Smart, 1997).
The pathway to Australian permanent residency through Skilled Migration visas emphasizes the importance of English language proficiency for workforce readiness.
To qualify for skilled migration, applicants must successfully complete the general skilled migration points test, which mandates a minimum IELTS score of Band 6 or an equivalent score from recognized tests Certain professions, like accountancy, necessitate a higher score of IELTS Band 7 Applicants can earn additional points if their English proficiency is rated as 'superior' (IELTS Band 8 or equivalent) instead of 'proficient' (IELTS Band 7 or equivalent).
2015) Thus, permanent residency is granted based on a candidate’s rank within a cohort rather than relying on a proficiency standard that is an objective measure of adequacy for workplace readiness
Professional bodies like Engineers Australia and CPA Australia conduct skills assessments for the Australian Government, evaluating overseas qualifications, work experience, and English language proficiency Additionally, some firms, such as KPMG, require international applicants to meet even higher language standards, mandating a minimum IELTS score of Band 8 for application consideration (Birrell & Healy, 2008).
For international graduates seeking permanent residency based on government-prioritized occupations, language test scores have become increasingly crucial at the intersection of academic studies and professional opportunities.
This pressure emphasises the need to ensure that the test scores used offer the most relevant information in terms of fulfilling employment needs and effecting worthwhile applicant preparation practices.
Language tests and employment
It is accepted that developers of English language tests designed for use by tertiary institutions (e.g IELTS
The relationship between academic writing and professional writing complicates the assessment of students' literacy needs during their transition from academia to the workplace It is crucial for graduates to possess a diverse set of linguistic skills that allows them to write proficiently in various technical genres and communicate effectively with colleagues and clients.
In the Australian context, the ‘non-technical skills and knowledge that underpin successful participation in work’ have recently been identified in the Core Skills for
The CSfW (Communication Skills for the Workplace) framework, established by the Department of Industry in 2013, outlines a continuum of communication skills ranging from 'novice' to 'expert' This framework emphasizes the essential abilities required to effectively convey messages, defining an expert as someone proficient in these skills.
The ability to masterfully control written formats and utilize a variety of communication practices is essential for achieving specific goals This skill involves intuitively customizing each communication to meet its intended purpose, reflecting a deep understanding of the audience's needs, interests, issues, and priorities.
For new graduates, it is essential to engage effectively in the digital landscape, where an expert is defined as someone who can actively participate in virtual communities, contributing to collaborative resource creation, information sharing, and idea development.
The complexity of written communication in professional settings is often inadequately represented in the written genres that undergraduates face in their university assignments and coursework.
Research highlights a significant gap between university writing assignments and the writing skills needed in professional environments Employer perspectives have been essential in identifying the authentic writing demands for various professions A survey conducted among employers in the accounting and finance sector illustrates these specific writing requirements for graduates entering the workforce.
Australian university, Grebbenikov and Shah (2008) found that graduates were generally perceived to have
Effective communication, team building, and networking skills are crucial attributes for professionals, particularly in engineering firms where employers prioritize strong communication and report writing abilities.
A study by Kaewpet (2009) examining the communication needs of engineering professionals in multinational companies in Thailand revealed that the primary writing genre required is the periodic progress report These reports are typically formal, factual, and concise, often comprising only a few sentences.
A recent investigation by Moore et al (2015) analyzed the writing and reading tasks in the IELTS Academic and General Training modules to assess their effectiveness in preparing test-takers for the workplace The study included an online survey, interviews with professionals from fields like accounting and engineering, and an examination of workplace texts Findings revealed a variety of writing genres, primarily targeting internal audiences within organizations Participants emphasized the importance of formal writing features, such as grammar and punctuation, alongside professional communication qualities like clarity and conciseness The researchers proposed two perspectives on the relationship between IELTS writing tasks and workplace demands: one acknowledges the limited scope of current tasks while suggesting that new employees develop relevant skills on the job, and the other advocates for a new IELTS module that more accurately reflects workplace writing requirements without being profession-specific This research has significant implications for the current study.
The proficiency of graduates in the English language is a significant global issue, particularly in Hong Kong Qian’s (2005) research highlighted a disparity between employers' and language specialists' perceptions of effective writing in industries such as engineering and tourism While language experts prioritized grammatical accuracy, business professionals favored appropriate tone and discourse strategies This raises concerns about the ability of language tests to accurately reflect the qualities deemed important by industry experts rather than focusing solely on traditional language performance metrics Additionally, Họrmọlọ (2010) found in a study of business qualification assessments in Finland that sociolinguistic and pragmatic competencies were highly valued when language skills were insufficient.
Indigenous assessment, a term introduced by Jacoby and McNamara (1999), highlights the importance of incorporating the perspectives of 'insiders' in workplace performance evaluations The authors recognized the challenges of integrating these insider criteria into language performance tests Lockwood (2013) further elaborates on the difficulties faced by test designers in accurately reflecting the unique characteristics of local business practices within assessments meant for a global audience.
Douglas (2001) addresses the challenges of testing language for specific purposes, highlighting the tension between creating a tailored test for a specific group in a defined context and enabling test users to extrapolate test scores to actual workplace performance.
McNamara (1996) discusses the job analysis necessary for creating the Occupational English Test (OET), designed for health professionals aiming for registration in Australia and beyond He emphasizes the importance of developing test tasks that mirror typical workplace activities recognized by the test population Recent research further explores this topic, highlighting the ongoing relevance of aligning language assessments with real-world professional scenarios.
Elder et al (2013) aimed to enhance the speaking component of the test by incorporating assessment criteria that better reflect the insights of domain experts, recommending the addition of more professionally relevant criteria alongside the existing language-related standards.
In specific contexts, recognizing the importance of aligning test tasks and performance assessment criteria with workplace demands is driving modifications in test specifications and processes.
Outline of the study
Following the identification of the case study professions (described below), the study was undertaken in two broad phases
The first phase involved interviews with five stakeholder groups:
1 representatives from the professional bodies for engineering and accounting,
2 non-English-speaking-background (NESB) engineering and accounting students in their final year of university study
3 lecturers of final year engineering and accounting students,
4 recently graduated NESB engineers and accountants in their first three years in the workforce
5 supervisors/employers of recently graduated engineers and accountants
The students (group 2) were also asked to supply samples of any individual (i.e not group work) assignments they would be willing to share
During the second phase, supervisors/employers of newly employed graduates were asked to review two types of writing samples:
! up to two student assignment samples collected during the first phase of the study
! four IELTS essays (two from Task 1 and two from Task 2) selected from the IELTS Scores Explained DVD (IELTS Australia, 2009)
Employers evaluated the writer's readiness to engage in the workplace, considering specific criteria for their assessment They also analyzed whether the provided samples adequately demonstrated the writer's professional writing abilities.
The instruments, participants and procedures for these two phases will be described in more detail below First, however, the selection of the two case study professions is described.
Selection of case study professions
We conducted a survey to identify the English language requirements for professionals from non-English-speaking backgrounds (NESB) seeking admission to various key professions.
Australia We also reviewed the enrolment figures of
At Australian universities, particularly the University of Melbourne, NESB (Non-English Speaking Background) students pursuing professional qualifications face challenges in communication skills Our review of documents from professional associations highlighted specific concerns regarding the communication abilities of graduates entering various professions.
Following this review, we identified engineering and accounting as two professions in which the issues we were interested to study were likely to be encountered.
Participants
Six groups of participants took part in the study, five in
Phase 1 and one in Phase 2 As indicated above, the five groups of participants in Phase 1 were as follows:
1 representatives from the key professional bodies for engineering and accounting
2 engineering and accounting students in their final year of university study
3 lecturers of final year engineering and accounting students
4 engineering and accounting graduates in their first three years in the workforce
5 supervisors/employers of such engineering and accounting graduates
Ten representatives of key professional bodies took part in the interviews Seven of these represented the three different Australian accounting associations (Certified
Practicing Accountants, Institute of Public Accountants,
Institute of Chartered Accountants Australia), and three participants from Engineers Australia (the only engineering registration body) were interviewed
The board representatives ranged in terms of role, with some closely involved in the skills assessment process
(e.g an advisor to applicants, an immigration assessor) and others more concerned with the role of language in board registration more generally (e.g General Manager,
Twenty-four final year students took part in interviews,
12 enrolled in engineering and 12 enrolled in accounting
Among the final year accounting students, seven were pursuing a Bachelor of Commerce with a focus on accounting and finance, while five were enrolled in a Master of Accounting program In the engineering cohort, ten students were studying for a Master of Engineering, and two were enrolled in a Bachelor of Engineering.
The students came from a range of engineering sub-disciplines, including software (n=2), civil (n=2), environmental (n=1), electrical/electronics (n=4), mechanical (n=2) and structural (n=1)
Most students in the study hailed from Chinese language backgrounds, primarily Mandarin and Cantonese, while three students identified English as their first language, originating from Malaysia or Hong Kong Additionally, there was a diverse representation of other first languages among the students, including Tamil, Nepali, Vietnamese, Thai, and Indonesian, each with one student.
On average, students had studied English for 12.33 years and had lived in Australia for 3.37 years at the time of the interviews All students had taken the IELTS test, with an average of 2.7 sittings, ranging from 1 to 7 attempts They took the test to meet university admission language requirements and to achieve points for Australian residency The most recent IELTS Writing scores varied between 6 and 8, with 6 and 6.5 being the most common scores.
Four accounting and six engineering lecturers participated in interviews, all of whom teach in the final year of their respective programs These experienced educators possess extensive university teaching backgrounds, with many also having prior industry experience Notably, over half of the participants hold the rank of associate professor or professor, representing the highest academic titles within the Australian tertiary education system.
Twelve recent Australian university graduates, comprising six accountants and six engineers, were recruited for a study These professionals were employed in various workplaces, including small firms and large multinational companies At the time of the interviews, they had been in their current roles for a duration ranging from four months to two and a half years.
Their first languages were Chinese (either Mandarin or Cantonese) (n=6), Russian, Urdu, Farsi, Bahasa Melayu and English (from Malaysia) (n=1 each) Two participants did not complete the questionnaire
On average, individuals had resided in Australia for five years, with a minimum of 2.5 years and a maximum of eight years Similar to students, they had taken the IELTS test multiple times, averaging 2.67 attempts, with a range from one to seven Their IELTS writing scores varied significantly, reflecting diverse proficiency levels.
6.5 to 8 with the most common score being 7
The final group of participants in the first phase was 13 employers/supervisors of accounting and engineering graduates in the first three years of their employment
(seven from engineering and six from accounting)
The recruits came from diverse organizations, spanning small to medium-sized businesses and large multinational corporations that provide graduate rotation programs during the initial two to three years of employment.
Most accounting participants were employed in small to medium-sized firms, whereas many engineering participants, especially those outside the software sector, came from large, reputable engineering companies in Australia and abroad.
All participants in this group were highly experienced; all had more than 20 years’ experience and some more than
With over 40 years of combined experience, all participants in the study were actively engaged in recruiting and mentoring recent graduates, or had done so recently Many of them participated in shadowing programs, which pair new graduates with seasoned professionals for durations ranging from two to six months before transitioning to new placements.
The profile of participants in Phase 2 (the review of writing materials) generally mirrored that of the employer/supervisor group
In Phase 2, all employers from Phase 1 were invited to join, and four accepted the invitation The new participants brought a wealth of experience, being seasoned professionals in their fields, with significant expertise in recruitment and mentoring recent graduates.
Instruments
Background questionnaire
Final year students and recent graduates participated in a background questionnaire to gather details about their academic history, including their study in English and chosen degrees, as well as their first language and IELTS test scores Graduates also shared information about their current employment status and duration of their job The graduate questionnaire, available in Appendix A, was similar to the student version, with the exception of the omission of Question 1.
Interview questions
The interviews were conducted using a semi-structured format, enabling the interviewer to explore specific areas of interest while ensuring that all relevant topics were addressed.
The article examines key questions directed at members of professional bodies regarding language proficiency test score requirements for professional membership, the preparedness of new graduates for writing demands in their fields, the relevance of IELTS tasks to workforce expectations, challenges faced by new NESB graduates in writing, and the effectiveness of the university system in equipping students for the workforce Specific questions can be found in Appendix B.
Final year students were surveyed regarding their frequency of taking the IELTS, the purposes behind it, and their scores from various attempts They discussed their university writing experiences, their expectations for writing in the workforce, and how these experiences connected to their IELTS writing tasks For detailed interview questions, refer to Appendix C.
The interview questions directed at lecturers of final-year students examined their teaching backgrounds and expertise in specific disciplines, the types of writing students engage in during their courses, and the relevance of this written work to workplace tasks Additionally, lecturers discussed the criteria they apply for assessing written assignments and addressed the graduate attributes related to writing established by the university They also shared their perspectives on the writing quality issues faced by non-English speaking background (NESB) students and provided insights into language proficiency requirements for professional registration For a complete list of interview questions, please refer to Appendix D.
Appendix E outlines interview questions for new graduates entering the workforce, emphasizing their writing experiences in their roles, the challenges they faced, and the mentorship they received to address these issues Additionally, participants reflected on the relevance of the IELTS writing tasks, which they had all completed at least once, to their professional writing activities.
The interview questions for employer stakeholders centered on participants' professional backgrounds, their roles in recruiting and supervising new graduates, and the writing expectations for these graduates in the workplace Employers discussed the challenges faced by new graduates in developing writing skills, the support provided during this process, and any specific difficulties encountered by NESB graduates They also evaluated examples of IELTS writing tasks, assessing their relevance to professional writing Lastly, employers shared their perspectives on language proficiency requirements necessary for professional registration For a complete list of interview questions, please refer to Appendix F.
IELTS Writing task samples
To encourage dialogue on the significance of IELTS writing task types in relation to university and workplace writing, participants unfamiliar with the IELTS test or who had not taken it recently were presented with sample tasks sourced from the official IELTS website (www.ielts.org).
Writing samples used in Phase 2 of the study
Employer participants taking part in Phase 2 of the study
The review of writing materials included a collection from two main sources: final year assignments submitted by students involved in Phase 1 interviews and IELTS writing samples.
(IELTS Scores Explained DVD, IELTS Australia, 2009)
Table 1 summarises the tasks and writing samples selected for use in this study
Task Topic (Score) Topic (Score)
Cinema attendance (Band 5.5) Task 2 Upbringing
Table 1: IELTS writing scripts selected for employer review
The selected writing samples encompass a diverse range of task types, including process descriptions and graph analyses for Task 1 They illustrate various score levels, showcasing examples that fall below, at, and above the targeted score range.
A Band score of 6.5 is typically recognized as adequate for undergraduate admission to Australian higher education institutions Additionally, a score ranging from Band 6 to Band 7 is generally accepted for professional registration in the skilled migration pathway to permanent residency, as evaluated by relevant professional boards.
Two assignments submitted by accounting students were selected for review by employers, focusing on a single student's work rather than group efforts These assignments were brief and showcased distinct writing styles: one was a report, and the other provided taxation advice to a client Additionally, both assignments displayed characteristics commonly found in writing by non-English speaking background (NESB) students The student's most recent IELTS writing scores were 6.5 for the report and 7.5 for the tax advice.
Selecting engineering assignment samples for employer review was challenging due to the diversity of sub-disciplines, including mechanical and chemical engineering Efforts were made to align student assignments with the specific sub-disciplines of the employers Each employer reviewed a single assignment, as no short samples were available Two employers assessed an executive brief on a regional rail link from an engineering management course, while another two evaluated an assignment on advanced solid mechanics in mechanical engineering Additionally, one employer reviewed a civil engineering feasibility study for a new suburb The IELTS writing scores of the student writers were 6.5, 6.5, and 6, respectively Due to ethical considerations, the assignments cannot be included in this report.
Phase 2 writing sample review questionnaire
When reviewing the writing samples described above, the Phase 2 participants were required to complete a short questionnaire The questionnaire posed three open-ended questions
1 Looking at the sample of student writing, do you think this person has sufficient language to cope with the writing demands of the workplace?
3 Do you think this kind of sample is adequate to decide about a new employee’s professional writing ability? Is there some other kind of task you would prefer to see evidence of?
Procedures
Data collection procedures
Data collection occurred in multiple stages, beginning with ethics approval from the university Professional boards for the two relevant professions were contacted via email and invited to participate, leading to the nomination of experienced representatives knowledgeable in language requirements Interviews were conducted either individually or in groups at the offices of the professional bodies.
Final year students were recruited through two methods:
To encourage participation, lecturers of final year courses will be asked to post invitations on the learning management system for their respective courses Additionally, printed invitations will be displayed in two key university buildings, the Faculty of Engineering and the Faculty of Business and Commerce, to reach potential participants effectively.
Before the interviews, students were sent information about the study and the questionnaire They were asked to bring samples of their assignments to the interview
The interviews were conducted individually with one of the researchers and audio-recorded The questionnaires and writing samples were collected and stored securely
At the conclusion of the interviews, students were inquired about their awareness of peers in their fields who had completed their studies and secured employment in their professions This approach facilitated the recruitment of recent graduates to participate in the study.
Lecturers were identified from the staff information on the websites of their respective schools and contacted directly via email with an invitation to participate
Interviews took place in the lecturers' offices or designated locations of their choice These sessions were audio-recorded, and afterwards, lecturers were inquired about any industry contacts or former students who could potentially participate in the study.
Employers and recent graduates were recruited using the snowball method, leveraging contacts and personal networks of the researchers Interviews with employers took place at their workplaces or via telephone, while new graduates were primarily interviewed by phone, with a few face-to-face sessions in the researcher’s office or at the graduates' workplaces Prior to their interviews, all recent graduates received a questionnaire via email.
Phase 2 participants were recruited from the initial group of employers and through the researchers' personal networks They received detailed instructions, assignments, and a questionnaire via email, which they were asked to complete and return Any unclear responses were clarified through follow-up emails or phone calls.
Data analysis
All interview data were transcribed and analyzed qualitatively to identify key themes inductively, following Boyatzis (1998) An iterative coding process was employed, involving multiple researchers to ensure coding consistency The analysis was conducted using the NVivo software package (www.qsrinternational.com).
The thematic coding of data allowed for a comprehensive analysis that merged various perspectives, including students, graduates, board members, and employers, into cohesive themes The findings clearly reflect these diverse viewpoints Additionally, the summarized questionnaire data provided insights into the profiles of interviewees within the student and new graduate groups.
The analysis of Phase 2 data involved summarizing participant responses across various samples, professions, and questions This process was complex due to incomplete reviews and tasks by some professionals, primarily due to time constraints Nonetheless, identifiable patterns emerged in participant responses, which are detailed as general trends in the results section.
The results are discussed in relation to each of the three research questions.
What are the specific writing demands on new accounting and engineering graduates?
Written genres in the workplace
The analysis of interview data reveals that informants highlighted key professional genres they deemed most significant, rather than offering an exhaustive overview of all written texts For new graduates in accountancy and engineering, the primary genres identified were emails and reports, showcasing a variety of texts that differ in length, register, audience, and purpose.
The written content can be categorized into two primary types: technical content, which includes calculation data and equipment specifications, and descriptive or explanatory content, such as interpretations of graphs and project descriptions Often, both types of writing are necessary within a single document.
A key feature of both professions is the apprenticeship nature of workplace writing, through which new graduates are tasked with more basic level input
Graduate writing is generally subject to review by senior colleagues (see Section 4.1.2 Writing Processes)
Reports serve as the essential formal genre across various professions, encompassing a wide spectrum from highly technical documents filled with numerical data and specialized jargon to language-based reports that translate complex technical knowledge into a more accessible format for clients.
Reports can be major end products on financial performance, project development (e.g Accounting
Employer 5) or a literature review (e.g Engineering
Graduate 1) and the length may vary considerably
For accountants, another less common genre was
‘commentaries’, which are explanations or narratives of past and prospective movements, e.g changes in company expenses These generally take the form of graphs and explanatory notes (e.g Accounting Employer
New graduates in accounting are often tasked with analyzing financial movements and articulating their findings in a clear document for management review, which is then circulated up the chain of command.
A related genre in narrative reporting is the 'memo,' which elucidates balances, as noted by Accounting Employer 2 According to Accounting Employer 3, new graduates often find it challenging to master the technical and explanatory aspects of these documents.
Accounting graduates often emphasize the technical aspects of their field, but effective communication, such as memo writing, is equally important While mastering technical skills is crucial, the ability to articulate these concepts clearly is essential for success in the profession.
In particular, accountants need to be able to translate
‘numbers into words’ (Accounting Employer 6) because clients may not understand the numerical content alone
Specifications and design documents for engineering projects must blend technical details with explanatory content, addressing project requirements effectively These documents often include a checklist component and are primarily intended for an audience with relevant engineering expertise, as highlighted by Engineering Employer 3.
A lot of it is very technically orientated
Writing specifications and datasheets involves more than just filling out technical data; it requires a structured approach to English that can range from 6 to 30 pages These documents detail both technical and project requirements, providing an in-depth description of the equipment and the necessary supplies.
Engineers recognize a clear distinction between design-based and consultant-based roles, as consultants engage in more formal written communication with clients, including progress reports and detailed project liaisons.
Emails play a crucial role in both the accounting and engineering professions, with one employer noting, "email is huge," and another stating, "there's squillions of emails." This communication spans from informal exchanges among colleagues to critical client interactions and messages sent to large groups.
Higher stakes often lead to reduced independence for novice writers, as detailed in Section 4.1.2 Additionally, professionals from various fields noted the necessity of composing formal letters, such as those addressed to the Australian Tax Office.
Email correspondence was a diverse category for both professions, and writing emails to clients emerged as particularly salient as an accounting workplace skill new to graduates
One new graduate explained that this kind of writing required a particular formal tone, which a fellow graduate was not skilled with:
Effective communication with clients requires a formal writing style For instance, a colleague who graduated with me often struggled with writing, as she wasn't the primary author of our university assignments As a result, she frequently asked me to review her emails to clients, as her sentences sometimes lacked coherence and flow.
Engineering informants utilized email to document conversations, update team members on project developments through cc-ing, and ensure accountability by reviewing project progress, as highlighted by an engineering employer.
We strongly advise against relying solely on verbal communication; instead, please follow up with an email that includes the project leader in the correspondence This allows us to review the written content and address any inaccuracies effectively.
For engineers, emails may also be the site for discussing alternatives and justifying a recommendation (e.g
It can be a kind of short cut for discussions with managers who may not have time to read a full report, as explained by Engineering Employer 3 below:
In professional communication, it's essential to provide a concise summary of the report in your email, highlighting key recommendations and actionable steps Managers are more likely to read a brief email than delve into a lengthy report, making it crucial to present your arguments clearly and persuasively in this format This approach ensures that the most important information is directly accessible, increasing the likelihood of prompt action.
Thus, emails may fulfil a range of functions in the engineering workplace, such as justification, persuasion, information provision and accountability.
Writing processes
In addition to outlining the main workplace genres, informants shared insights into professionals' writing processes, specifically highlighting the skill development of new graduates, which was the central theme of the interview questions.
Workplace writing in both professions highlights the importance of collaboration, emphasizing the development of writing skills and quality assurance through mechanisms like feedback from senior colleagues and the utilization of templates.
Teamwork for report writing was common in both professions, as described by Engineering Employer 6 below, with reports of writing teams of up to 15 people (Engineering Lecturer 1)
In preparing a building condition report, various engineers contribute their expertise: the structural engineer assesses the building's integrity, the mechanical engineer evaluates the air-conditioning system, and the electrical engineer examines the power infrastructure These individual assessments are compiled into a cohesive document, which presents a challenge in maintaining a consistent writing style throughout Alternatively, some reports may focus solely on a specific discipline, allowing for a comprehensive analysis by a single engineer.
In many engineering workplaces, no individual holds sole responsibility for tasks, as highlighted by Engineering Employer 1, who noted that initial writing is typically followed by thorough team reviews This collaborative approach has led some lecturers, like Engineering Lecturer 3, to advise students to eliminate personal flair from their writing While graduates in smaller firms may take on greater reporting responsibilities, their work still requires review and approval from senior colleagues, as indicated by Engineering Professional Body 1 and Engineering Graduate 6.
Informants from both professions reported that junior employees were inducted into professional writing processes through collaboration with, and feedback or guidance from, senior employees
In accounting workplaces, new graduates typically do not write reports independently; instead, they collaborate under the mentorship of experienced colleagues While some junior professionals exhibit a natural talent for data interpretation and analysis, employers emphasize the importance of providing a structured framework to guide their writing process This approach allows junior accountants to logically assemble information and effectively translate it into coherent written reports.
An engineering employer highlighted the challenge of effectively communicating complex calculations in reports, stating that while the calculations themselves are straightforward, explaining them to others is significantly more difficult He emphasized that there are skilled engineers who may struggle with communication, yet their technical expertise remains highly valuable in the workplace.
This raises the issue of the use of an all-encompassing general language standard for specific professional roles which may be highly technical (mentioned by
Processes of review on important documents were very common As one accounting employer (Accounting
Employer 2) explained, very high-stakes documents would have ‘multiple layers of review’ before they were released to a client However, employers took different approaches to the review process One employer said she would simply overwrite the section (Accounting
Employer 3), while another (Accounting Employer 5) opted to ‘sit down with a person and then they make the changes’ His view was that ‘tracking changes is very efficient but it is not very good from a training perspective’ because junior colleagues would come to expect others to edit their work and not develop their own writing skills as a result
Similar processes of review were reported by engineering employers (e.g Engineering Employer 5, Engineering
Employer 3) The following excerpt shows the multiple scaffolding processes (model document use, team review, feedback) which occur for reports prior to releasing them to clients
Typically, team members are provided with examples of similar documents and past project templates for adaptation They create a draft for review, which is then marked up with necessary changes and returned for revision All client-facing documents undergo a thorough check, ensuring quality regardless of the author After incorporating the feedback, the revised electronic version is produced alongside a hard copy The hard copy is meticulously reviewed, with changes highlighted in different colors to confirm that revisions have been accurately implemented.
The employer emphasized that their processes promote independence by training graduates to meticulously edit their own work instead of depending on others However, all reports undergo quality checks, irrespective of the writer's experience level Insights into the varying intensity of editing across different seniority levels can be derived from the following excerpt.
Some senior professionals believe their role should focus solely on ensuring client satisfaction, rather than getting involved in narrative structure, language correction, or intricate scientific details However, there are instances where such involvement is essential.
Practices surrounding graduate writing feedback differed significantly; for example, one engineering graduate reported never receiving any feedback on her writing In contrast, an employer viewed graduate writing as an opportunity to engage employees in decision-making by having them research and create a short report with recommendations.
For these initial tasks, ‘it would be a very small decision…and it will be guided, typically.’
Accounting professionals indicated that emails deemed significant in content and recipient reach are often reviewed by senior colleagues prior to sending This practice may be initiated by novice writers or mandated by senior staff to prevent misunderstandings and ensure a positive impression, as noted by one employer.
‘nothing looks worse than emails with spelling mistakes or grammar mistakes’ (Accounting Employer 6)
A graduate from Accounting Employer 4 noted that his supervisor often modified minor details in his work to enhance its formality, indicating that the graduate was still honing his skills in professional client communication.
Engineering Graduate 6 described his regular strategy of writing emails subsequent to a spoken conversation where the communication may not have been successful
Today, I contacted a contractor to discuss a project, but he seemed to misunderstand our conversation To clarify, I decided to send him a follow-up email summarizing our discussion, which I found to be an effective communication strategy.
Qualities of writing
In interviews with novice and experienced professionals, participants discussed the essential qualities of effective workplace texts Experienced professionals identified specific characteristics that distinguish novice writing, while new graduates reflected on the feedback they received regarding their written communication skills.
Engineers face a significant challenge in adapting their communication style to suit diverse audiences, including clients and fellow engineers An employer emphasized the importance of engineers being able to write in a manner that is accessible and appropriate for non-engineers.
We recently completed a report analyzing the structure and modifications made to accommodate additional equipment Our task involved clearly describing the necessary steps in layman's terms to ensure easy understanding Consequently, our reports and calculation packages require extensive writing to effectively communicate these details.
And these have to be in a certain format
Engineering Employer 2 highlighted the importance of concise reports for clients, recommending brief sentences and a clear structure with one main point per paragraph Additionally, the reports should include a conclusion and bullet point recommendations.
To create a professional-looking document, it's essential to maintain a clear format and appearance, concluding with a well-defined summary Providing clients with concise recommendations is crucial; we aim to direct them effectively by stating the current situation and our suggested next steps Utilizing short, clear sentences and organized bullet points ensures that each point is easily digestible, with one idea per paragraph for optimal clarity.
Workplace experience is essential for developing appropriate language skills for client interactions Graduates must possess the necessary proficiency to engage effectively with clients, but they are not expected to demonstrate this skill immediately upon entering the workforce.
Understanding the client's perspective is crucial for effective communication It involves using language that resonates with them, which often requires time and experience While you may excel at crafting well-structured emails or documents, selecting the appropriate language and viewpoint adds an additional layer of complexity This skill is not tied to intellectual ability but is primarily developed through experience.
A recent engineering employer noted that green graduates are typically not tasked with writing lengthy, complex reports due to their lack of experience and maturity in understanding such responsibilities.
In the field of accountancy, employers have noted that mastering standard professional communication practices requires learning for all novice employees, regardless of whether English is their second language.
One member of the engineering professional body described the qualities of report writing which a graduate would be developing during the first three to five years of professional practice
When reporting on a design, it's essential to present key information clearly and concisely, even if detailed calculations are included in the appendix Focus on highlighting the most important aspects to ensure the report is easily understood and can withstand scrutiny Accuracy is crucial, as mistakes can have significant consequences.
Several engineering employers stressed the importance of terminological precision and clear meaning in writing
(Engineering Graduate 4) described this as being
‘specific enough’ and not omitting the important aspects
One employer emphasized that the accuracy of content in reports is crucial, as it justifies engineering activities and mitigates legal risks While grammatical precision was deemed important by several employers, it was less critical in emails where quick responses were prioritized Additionally, the timely completion of reports was acknowledged as a significant factor in the engineering field.
(Engineering Employer 2), as was the ability to type quickly (Engineering Graduate 3)
Another employer summarised good reports as ‘brief and concise and not [going] outside of our work scope’
(Engineering Employer 2) The ability to present information succinctly was highly valued, as described by Engineering Employer 1
When assigning a report, I emphasize the importance of clear objectives to ensure precision in writing Often, I receive reports that are excessively lengthy, sometimes 20 pages, where the main issue is that they are 17 pages too long I encourage writers to use concise language so that every word contributes meaningfully to the report.
The necessity for brevity was reiterated by the graduates:
Many engineers struggle with writing concisely, as one graduate noted, "I’d write about 100 words, and he’d cross out like 50." While effective reporting requires brevity, some employers have pointed out that certain engineers may have difficulty providing enough detail in their writing.
Accounting professionals prioritize conciseness, brevity, and clarity in report writing One employer emphasized the importance of precision, advising novice writers to avoid excessive background information and focus on clear arguments She stated, "Just clarity, just be clear…put all your arguments or your reasons in a very clear manner that makes sense and don’t put in a lot of unnecessary information." This feedback highlights the need for straightforward communication in accounting documentation.
Employer 5), the inclusion of irrelevant information leads to a lack of ‘logic’ in sequencing Thus, the ability to prioritise key points and present them succinctly is an important skill
Email communication is crucial for accountants, as highlighted by the feedback processes discussed Employers, particularly in the accounting sector, emphasize the importance of message quality for clients, customers, and external colleagues One employer noted that achieving the right tone and content in emails poses a significant challenge for those who are less proficient in English.
Summary of workplace writing demands
Both novice and experienced professionals predominantly identified emails and reports as key genres in their fields Despite the significant variation in purpose and content among these genres, a summary of their textual features and valued qualities is detailed in Table 2 on the next page.
Based on insights from discourse community insiders, we categorize these elements under broad genre categories, assuming a shared understanding among them This summary serves as a foundation for a deeper investigation into the linguistic features of various text types and highlights the qualities that employers seek and graduates aim to cultivate, known as indigenous criteria.
• Simple language, non-technical if required for non-accountant audience
• Formal tone and grammatical accuracy for emails to clients
• May involve a broad range of text functions, e.g justification of action, information-giving, summary/support for spoken interaction
• Usually written by more senior employees in larger companies (rather than new graduates)
• If graduates are involved, it is under the guidance of more senior employees
• Frequent use of templates or existing similar texts
• Use of diagrams/charts/tables
• Usually written by more senior employees in larger companies (rather than new graduates)
• Non-technical language for client reports
• Highly technical language for other engineers/technicians
• Relevance to project/topic scope
Table 2: Salient workplace genres for accounting and engineering graduates
4.2 Do stakeholders (including lecturers, students, new graduates and employers) feel that graduates entering the workforce are sufficiently prepared for these demands?
Responses varied between current workforce stakeholders and university members regarding workplace writing expectations While students felt well-prepared in their core subjects like accounting and engineering, many expressed feeling only partially ready for writing demands They sought real-world writing examples online and noted that such resources were scarce in their courses Students anticipated using templates for writing in their future jobs and viewed group projects as beneficial preparation for workplace collaboration Despite frustrations over the lack of real-world examples during their studies, they acknowledged that their university experience helped them develop a valuable way of thinking for the workforce.
Both graduates and employers concur that new graduates often lack adequate preparation for workplace writing demands Responses varied significantly, reflecting the diverse writing requirements across different companies For instance, one accounting graduate noted that her job does not involve any writing tasks.
As an Accounts Payable Officer, I begin my career in an entry-level role rather than a management position, where my primary focus is on handling numbers rather than generating reports.
Stakeholders were invited to outline the writing expectations in both university settings and the workforce The goal was to analyze the alignment between the writing tasks experienced in professional environments and those taught in academic institutions.
Table 3 sets out the genres that were mentioned as being practised at university and those required in the workforce
Accounting genres – university Accounting genres – workforce
Reports (including financial, audit and project reports)
Commentaries (company internal; to market) Email (communication with clients and colleagues) Reports (annual reports, project reports)
Papers on accounting treatments Financial statements
Training documents Letters (ethical checks of clients; official letters, e.g to tax office) Memos
Table 3: Texts types at university and in the workforce – accounting
Table 3 highlights a significant disparity in the variety of text types encountered in the workforce compared to those experienced by university students While reports are the predominant text type utilized in both settings, exposure to other text types in academic environments is limited Although a few students had the chance to engage in client emailing during practical projects, such experiences were infrequent.
Table 4 below presents a summary of the different text types mentioned by the engineering stakeholders
Engineering genres – university Engineering genres – workforce
Reports (technical, lab, research, review, design)
Email (within team and with clients)
Reports (many different types) Emails
Specifications Design documents Formal letters Grant proposals/tenders Short texts (e.g instructions to builders) Websites
Table 4: Genres at university and in the workforce - engineering
Engineering students experience a broader range of writing genres compared to accounting students; however, both groups have limited exposure to the types of documents typically used in their respective workplaces While reports and emails are the most frequently encountered genres in both academic and professional settings, students are not adequately prepared for the diverse writing demands they will face in their careers This gap highlights the need for improved writing instruction that aligns with industry requirements.
In addition to this difference, a number of stakeholders mentioned that the requirements at university are generally too theoretical For example, Accounting Graduate 5 described the differences as follows:
While my university education provided valuable theoretical knowledge, the practical realities of the workplace are a stark contrast The skills and concepts I learned in school often feel disconnected from the hands-on experiences I encounter in my job This difference highlights the gap between academic learning and practical application in a professional setting.
Employers noted that while graduates possess a solid theoretical understanding of their fields, they often face challenges in applying this knowledge to practical situations There is a distinct gap between the academic writing, typically focused on essays, and the professional documentation required in the workplace, such as reports.
Accounting Employer 1 described her view of the differences in the writing processes and expectations of these different genres:
In university, students often inflate their assignments to meet word counts, but in a professional setting, concise and clear communication is paramount When faced with 2000 words of unnecessary content, most professionals lack the time or inclination to engage with it The focus should be on delivering essential information directly and effectively, regardless of whether the word count is 2000 or 500.
Participants noted varying evaluation criteria between academic and workplace contexts, highlighting that university readers tend to be more lenient in their assessments of writing Engineering Graduate 1 encapsulated this sentiment by reflecting on his preparedness for the workplace.
The author reflects on their preparedness for writing technical reports, estimating it at about 50% They note the difference in writing styles for reports intended for executives compared to academic settings In a literature review, they received feedback regarding the organization of headings, indicating that clarity in labeling new topics is crucial The author observes that university environments tend to be more lenient with writing structure, as students are primarily focused on grasping engineering concepts rather than perfecting their writing skills.
A key distinction between university writing and workplace requirements lies in the intended audience University assignments are primarily crafted for lecturers and tend to be technical, whereas there is less focus on producing documents for clients Participants noted that many graduates find it challenging to write effectively for clients or audiences with less technical expertise.
Many participants believe that universities inadequately prepare students for workplace writing demands, yet they recognize that foundational skills are developed during this time The challenge lies in the diverse roles graduates may occupy and the varying writing requirements that accompany these positions Employers highlighted that many graduates entering the workforce often lack basic language proficiency, which is a critical concern beyond more advanced writing skills.
How do the writing demands in the two professions align with the writing demands of the IELTS test?
Perceptions of the relevance of IELTS Task 1 to professional writing
Both engineers and accountants found Task 1, which involves describing a graph or chart, to be more aligned with the writing demands of their professions compared to Task 2 essays An engineering graduate noted the relevance of Task 1, stating, "we do have to compare and contrast a lot…we do a lot of analysing," highlighting its importance for engineers Employers in the engineering field echoed this sentiment, with one mentioning that "engineers are visual people," and another affirming that explaining graphs is a common task they encounter Additionally, a member of an engineering professional body reinforced that "the first one is very relevant," underscoring the significance of Task 1 in engineering contexts.
An accounting graduate noted that incorporating graphs is beneficial, stating that such skills are essential in the accounting profession, where creating graphs and writing analyses are common tasks.
Most respondents observed that engineers and accountants often use graphs, charts, and diagrams in their workplace writing However, interviewees highlighted key differences, including the decontextualized nature of these visual aids in test formats, the specific purpose of presenting information in writing during assessments, and the varying levels of technicality needed when communicating with colleagues and clients Two accounting employers provided examples of situations where graphs or charts are integrated within the context of broader reports.
When preparing a management report for executives, it's essential to clearly convey the business's performance This includes incorporating tables in the annual report, accompanied by commentary that provides context and explanations for the data presented.
I am developing a business case for a new branch campus, focusing on the analysis of undergraduate and postgraduate student trends in the country This involves interpreting extensive market research data presented in tables and converting it into a coherent narrative for the business case.
So for example you can say, “Well in this particular country we are seeing growth in PhDs of x% based on this graph that I saw from this file Therefore
I am putting forward this type of growth in our business case” So there is that type of interpretation from a graph into words
Respondents pointed to the need not only to describe but also to analyse and interpret the graph/chart in a workplace report, with two engineering employers commenting:
In presenting technical results, it is essential to go beyond merely displaying graphical data; effective communication involves interpreting the results clearly and meaningfully This interpretation allows for a deeper understanding of the findings and their implications.
In discussing financial data, it's essential to focus on the underlying factors driving the trends rather than merely describing the data presented in tables or graphs For instance, if interest rates are rising but revenue is declining, it's crucial to analyze why these seemingly contradictory trends are occurring, as one would typically expect them to move in tandem This deeper exploration of the reasons behind the data provides valuable insights, making it more meaningful than just reiterating the visible information.
A key distinction lies in the way graphs and charts are presented, often within the context of a larger argument or recommendation in a comprehensive report, rather than being described in isolation Typically, the graph or chart is referenced rather than being detailed, as its interpretation serves to support a particular course of action or point being made.
The decontextualized analysis of graphs or charts in IELTS Writing Task 1, especially on topics outside of engineering or accounting, may not accurately reflect the writing requirements in professional settings Employers in engineering emphasize the importance of translating data into meaningful insights that inform decision-making processes.
Quantitative analysis involves making measurements and interpreting the implications of these measurements or their aggregates It is essential to convert these findings from engineering or model units into practical outcomes, assessing whether the application of a specific method yields positive, negative, or neutral results.
Being able to take it from…we measured it and it was
6.2 and translating that into something that is meaningful in the space of somebody trying to make a decision (Engineering Employer 5)
Graphs and charts are often the outcome of thorough research and analysis conducted by engineers or accountants, who incorporate these visual representations into their reports An accounting professional elaborates on the method of generating these graphs and charts, highlighting their role in the overall analysis of a given situation.
To obtain accurate data, it is essential to define, extract, and profile it effectively Once the data is represented in a graph, thorough analysis and interpretation are crucial to understand its implications Despite the graph's visual appeal, it is important to analyze its trends to derive meaningful insights In our office, I am responsible for gathering the necessary data for these graphs.
Respondents highlighted that describing a graph or chart is typically part of oral presentations in meetings, categorizing it as a spoken genre This observation impacts the design of speaking tasks for test developers aiming to reflect essential elements of spoken discourse in these professions Both professional groups emphasized this important aspect.
Analyzing graphs is essential in presentations, as they effectively support our ideas through visual comparisons This task not only enhances our understanding of the data but also strengthens our arguments by providing clear, evidence-based insights.
The interplay of spoken and written descriptions of a process is described by an accounting employer, who in effect becomes an intermediary between IT specialists and his own manager:
As part of my role, I engage with IT professionals to grasp their processes and the associated financial benefits, as demonstrating five years' worth of advantages is essential for capitalizing on an asset I listen to their complex IT explanations and then translate that information into a clear report for my manager, ensuring he understands the details necessary for informed decision-making.
Perceptions of the relevance of IELTS task 2 to professional writing
Study participants expressed that the essay genre of Task 2 did not seem immediately relevant to their professional writing needs Many respondents highlighted the absence of letter writing in the Academic module, with one accounting graduate suggesting that practical scenarios, such as IT Helpdesk situations or legal document requests from government agencies, would be more beneficial and applicable to real-world contexts.
In comparison to Task 1, a member of the engineering professional body felt that Task 2 was ‘less directly applicable’, and explained that:
Engineers and consultants often approach problem-solving differently; while some may present multiple solutions in a comparative argument style, most engineers tend to communicate through straightforward data presentation This includes providing essential information such as graphs, calculations, and specific requirements, like the need for a beam to be made of steel due to stress constraints.
It’s more that analysis of some information
Most engineering and accounting employers emphasize the critical importance of persuasive writing and the ability to effectively argue a case within professional settings.
When writing accounting papers, it's essential to conduct thorough research to understand the rationale behind your chosen approach, while also presenting arguments for both sides of the issue This process not only strengthens your analysis but also clarifies the reasons for your final decision.
In the early years of your career, the emphasis is on learning and understanding, but as you progress, the ability to argue a case and guide a course of action becomes crucial Regardless of the subject matter, it is essential to present your arguments in a logical and compelling manner to effectively influence decisions and outcomes.
Survey participants indicated that longer written formats are typically reports or emails focused on specific topics, designed for particular audiences, and aimed at achieving defined objectives Such reports often include actionable recommendations.
Typically, recommendations are communicated through email, although they can also be presented during a report After completing your work and obtaining results, a discussion section follows, where you analyze the findings and provide recommendations, explaining the rationale behind the preference for one recommendation over another.
Concise writing is essential in professional settings, as highlighted in Section 4.1.3, where the use of bullet points, lists, and tables is encouraged for efficient information delivery This approach differs from the traditional paragraph structure, centered around a topic sentence, commonly found in Task 2 essays.
An engineering graduate describes his experience writing a report and the choices that she has, taking into account the reader
In my recent report comparing various technologies, I explored different presentation methods to effectively convey arguments One approach is to juxtapose the technologies in a paragraph format, while another is to create a concise list or table outlining their advantages and disadvantages This flexibility allows for a tailored presentation based on the writer's style and the reader's preferences, as opinions on the best format can vary widely among audiences.
An accounting graduate highlighted the contrast between the formal writing style needed for an IELTS essay and the more casual tone used in client communications, primarily conducted through email.
IELTS requirements are maybe a little bit too… complex for client communication We didn’t really need to use those…complex sentences structures and big words (Accounting Graduate 1)
Employer review of IELTS and student assignment writing samples
Employers in accounting and engineering evaluated IELTS writing samples and final year student assignments to assess the writers' proficiency for their respective workplaces After reviewing each writing piece, they completed a questionnaire to judge suitability, identify the criteria for their assessments, and determine if they could make employment decisions based on the provided samples This report outlines the findings from the evaluation of both IELTS writing samples and student assignments, highlighting any differences in perspectives between accounting and engineering employers An overview of the IELTS writing scripts used in this phase of the study is presented in Table 1 (Section 3.4.4).
The first questionnaire question asked employers to judge whether the writer of the sample has sufficient language to cope with the writing demands of the workplace
Sixty percent of employers consider the writing proficiency demonstrated in the Task 1 response on cinema attendance (IELTS score 5.5) adequate for the workplace, but significant disparities exist between different fields While only 40% of accounting employers found the writing satisfactory, a contrasting 80% of engineering employers deemed it sufficient for their industry.
In a study evaluating a writing sample related to brick manufacturing, 40% of employers deemed it adequate for Task 1 of the IELTS, scoring it a 7 Two employers indicated that their assessment varied based on the specific professional role of the graduate, making it difficult to reach a definitive conclusion Notably, no distinctions were found between the two professions in their evaluations.
The two samples written in response to Task 2 were viewed less favourably by the employers The text
Upbringing (IELTS score 6.5) was only deemed sufficient for the workplace by 30% of the employers
(20% accounting, 40% engineering) while the text
Only 20% of employers considered a tourism IELTS score of 7 to be adequate, showing no significant variation across professions Employers appeared to have a different perspective on the scripts compared to IELTS raters Engineering employers were somewhat more lenient in their evaluations of certain essays, although this was not a consistent trend Additionally, task type may have influenced the perceived writing level, a topic that will be explored further.
Employers identified several key linguistic criteria that influenced their decisions when evaluating writing samples, with no significant differences observed between Task 1 and Task 2 responses They focused on grammatical accuracy, sentence structure, and vocabulary appropriateness, as well as the overall organization, including argument structure, paragraphing, formatting, and use of sub-headings Additional considerations included spelling and punctuation, conciseness, the provision of evidence for arguments, the document's tone, and the precise answering of questions Employers also valued the use of sign-posting to effectively guide readers through the text.
Employers assessed the writer's professional knowledge, especially during the evaluation of the brick manufacturing task by engineering employers They focused on the writer's understanding of the brick manufacturing process, their familiarity with the subject, and whether any extraneous information was included that was not depicted in the diagram.
This section also provided an insight into why the engineering employers were occasionally found to be more lenient A number shared the view of Engineering
Employer 2, who wrote when reviewing the Tourism task
In the context of achieving an IELTS score of 7, it has been suggested that minor editing during the review process can enhance a document's readiness for publication Various engineering employers have proposed practical strategies to address concerns regarding writing skills However, an accounting employer highlighted that the script does not meet the professional writing standards expected in the workplace.
Employers expressed that the reviewed sample did not adequately demonstrate a potential employee's writing skills, with a preference for IELTS Task 1 over Task 2.
50% and 70% of employers, respectively, did not find the writing samples to provide enough information
In reviewing IELTS Writing samples, employers disagreed on the appropriate performance level for workplace entry, perceiving the writing quality differently than IELTS raters, as indicated by the scores Their evaluations were influenced by various linguistic criteria, and they noted the absence of essential features like sub-headings, which could lead to penalties in IELTS scoring Additionally, employers expressed concerns about the writers' lack of professional knowledge.
The employers also reviewed student assignments, i.e writing samples possibly more relevant to their professional contexts The results from this analysis are more difficult to evaluate and summarise
The engineering employers were each provided with a single writing sample relevant to their sub-discipline (where possible), while the accounting employers all reviewed the same two assignment samples
The assignments analyzed were created by NESB students who had achieved sufficient IELTS scores for admission to Australian universities, with the most frequent IELTS Writing score among them being 6.5 Notably, one engineering assignment, focused on individual design feasibility, was authored by a student with a recent IELTS Writing score of 6, while an accounting assignment providing tax advice was completed by a student who scored 7.5 on the IELTS Writing test.
Employers were divided in their assessments of the writer's assignments, with half expressing confidence in their writing abilities for workplace success, while the other half raised concerns about their competence.
Several employers noted that the quality of an assignment varies depending on the intended audience; for instance, a piece intended for a CEO was deemed inadequate for that level, yet it was considered appropriate for less senior colleagues.
Employers were asked to mention features of the student assignments which helped them make their decision
In their feedback on IELTS essays, employers in accounting and engineering consistently highlighted key language features, including grammatical accuracy, sentence structure, and vocabulary choice Notably, they pointed out the use of phrases that are uncommon in Western business contexts Additionally, employers frequently noted the importance of conciseness in writing, emphasizing the need to avoid unnecessary repetition.
Employers highlighted the need for clearer structure and organization in written assignments, particularly in tax advice for accounting, where responses were not adequately broken down for client understanding In engineering, feedback emphasized the importance of incorporating tables, charts, and essential elements like a contents page and page numbers One employer noted that while the writing was acceptable for casual contexts, it fell short for critical documents, underscoring the necessity for more precise and professional communication.
All engineering employers agreed that the provided writing samples were adequate for assessing a candidate's workplace capabilities However, accounting employers had mixed opinions; some deemed the tasks inauthentic and unsuitable for evaluation They specifically criticized the accounting report, noting that such writing is typically communicated via email in a professional setting Additionally, some employers felt that the second task would have been more effective if designed as a direct response to a client email.