Why Writing Matters: Real World Writers
Keena Turner
It's not talked about as much, it's not as glamorous to sit down and read your playbook to prepare for a game. That communication that has to go on, revolves around you being able to read and understand. And I would think that the present day player has more writing, more reading to do because he has now become a small business entity himself.

Alicia Rapp
Writing is the way we communicate with each other, and if there isn't something we haven't verbally discussed, then going through your notes and what you've written down is the way that we only, we can communicate.

Robert Stansberry
I have to write everyday, regardless. I come in, I have to write. Because every time I finish a job, I have to tell what I done on a job, I have to justify my time on that job for the customer. If I don't justify my time, the customer can… I mean, my boss gets upset at me, come back on me and say, 'hey what'd you do here?'

Michael Bertsch
Many of my students don't realize how much writing has to be done in the world of work. And that's one of the reasons I argue very strongly to teach on computers. To have the people always immersed in the text. Because they have to be able to write on the fly.

Bill Walsh
Typically there will be a test toward the end of the week on that week's plan. And that's a written test, and basically questions are asked and players are expected to answer and this is where their writing skills become important.

Lets say he goes down the road and he gets in an accident. You were working on his brakes. So you have to write the story for court, because more than one time, service managers wound up in court more than once. And those are all required reading by the court can subpoena all records. So yeah, you got to write under pressure.

Rush Limbaugh
In the real world, you're competing against far more than are just in that one classroom with you. And you're competing against and for the attention of far more than just one professor. And you're actually looking for far, far more than a grade. You're trying to eke out a living.

Julia Shovein
There is a lot of high anxiety. And part of that is you don't have all night to sit there and redraft and rewrite and polish. It's OK, we're in the clinical setting, this is happening now, we need this written now. And we need it well thought out. Because it's gonna go on to the next place and it's going to be used.

Students are much better if they've found ways to organize their thoughts and organize their writing skills. They're much better. Because again, you're dealing with situations where you often have to think quickly and you have to write quickly. The better organized you are, the better you are. If they have a good composition class in English where they have to defend or have a thesis statement and then elaborate on that, the pros and cons, our jargon might be a little different, but in fact the writing skills that you need are the same.

There's a lot of pressure in which they have to write well, and that's because you're dealing particularly in the acute care setting. Where you're dealing with maybe life, death, situations and maybe you're going to send this person to surgery, so what you need to write right now, has to be well thought out, carefully written, but there's no time. So it's a lot of stress, a lot of pressure. And of course, that's the difference between the experienced nurse and the neophyte. The neophyte is going to have trouble writing under pressure. So that's going to come with experience. So of course, from my point of view as a nursing instructor, I'm very happy if the English department or any foundation course has helped them learned to write under pressure whatsoever.

Mike Rose
This is an interesting dilemma, I think, for composition teachers because a lot of people who teach writing are humane and decent folk and they want to create the conditions in their classroom so that students can come to enjoy writing, and maybe if not enjoy it at least feel good about it, feel better about their proficiency. So we're very reluctant to create the kinds of harsh and adverse conditions that often exist in many of the classes they have, and in fact beyond school as they take exams to enter certain professions and whatnot. These are very pressure-cookery kinds of situations, but I think we make a mistake as teachers if we don't realize that by avoiding those kinds of awful writing conditions we are not doing our students any favors. We're not helping young people get to the place where they have some kind of sense of confidence and competence.