Reflective Post #7: Response to “Moving Beyond the Academic Community: Transitional Stages in Professional Writing”

In reading Chris M. Anson and L. Lee Forsberg’s research study, “Moving Beyond the Academic Community: Transitional Stages in Professional Writing,” I noticed both similarities and differences between my internship experience and the experiences of the interns described in the study. I was surprised by the severity of the struggles the student interns faced and the alienation they felt in the workplace. Many of the interns that participated in the study found it difficult to find their place within the organizations they were working for. I realize that I have been fortunate in that my experience has been largely positive thus far. Although I have faced my own challenges, I feel that my work as an intern throughout the first half of the semester has been productive, and I look forward to continuing to work with NW3C throughout the rest of the semester.

Though my feelings towards my internship experience differ from those of the students described in the research study, I do feel that Anson and Forsberg provide valuable insight into the role of a writing intern in a professional organization. In the “Transition and Resolution” section of the study, Anson and Forsberg state, “Most of our writers took initiative to gain experience in their internship and to make a contribution in the workplace. It seemed to be a point at which they could merge their own goals with those of the organization” (219). I feel that setting realistic goals is key to a rewarding internship experience. I also feel that it is important to remain flexible in regard to time frames and deadlines. However, as further stated by Anson and Forsberg, “the ability to achieve success in a new writing context [does not rest] solely with the writer” (226). Of the interns that participated in the study, “the two (Louise and Joan) who had supervisors willing to act as mentors, even to a small degree, made easier adjustments than did interns who had less communicative supervisors” (226). I am fortunate that my supervisor, as well as the other members of the curriculum development team, is willing to assist me and to answer my questions about my writing.

Anson and Forsberg go on to discuss the process of transition from the academic to professional community in stating that, “the writer must first become a ‘reader’ of a context before he or she can become ‘literate’ within it” (225). I have found this to be especially true in my own experience as a professional writing intern. In order to make effective edits and revisions, I must first read over the documents I am working with in order to understand their context. Most of the documents I have worked with are intended for a specific audience, and I have found that it is helpful to consider the audience when reviewing the documents. I also must remain aware of information that changes with time and must be updated in order to ensure document correctness. While Anson and Forsberg’s study describes experiences of specific interns, I feel that their discussions and conclusions are reflective of writing interns in a variety of professional environments and situations.

Works Cited:

Anson, Chris M., and L. Lee Forsberg. “Moving Beyond the Academic Community: Transitional Stages in Professional Writing.” Written Communication 7.2 (1990): 200-231. Online.