How Professional Writing Pedagogy and University–Workplace Partnerships Can Shape the Mentoring of Workplace Writing

Abstract

This article analyzes literature on university–workplace partnerships and professional writing pedagogy to suggest best practices for workplace mentors to mentor new employees and their writing. The article suggests that new employees often experience cultural confusion due to (a) the transfer of education-based writing strategies and (b) the employees' lack of cultural knowledge of the new workplace. The article then outlines implied mentoring strategies based upon this transfer and lack of cultural knowledge. The article also analyzes the literature on discourse community theory, activity theory, service learning, and internships, each of which also imply potential mentoring practices. These comprehensive best practices are also contextualized through social cognitive, community–cultural, and motivational–attitudinal components that writing mentors should consider when mentoring writing in the workplace.