Keywords
business communication, editing, eye-tracking, error, publication, cross-disciplinary, professional writing
Abstract
Using eye-tracking and interview methods, this study investigates how business communication students and editing students attend to and evaluate writing. Participants reviewed blog posts embedded with errors and judged publication readiness. While both groups visually fixated longer on errors than non-errors, business communication students were more likely to approve error-containing texts for publication. Qualitative data revealed that business communication students prioritized content while editing students prioritized surface-level issues. These findings suggest that disciplinary background informs evaluative standards, even when error-detection behavior is similar. The results carry implications for instruction in business writing and editing, especially concerning collaborative, cross-disciplinary workplace writing.
Original Publication Citation
Baker, M. J., Eckstein, G., Barraza, A., & Duffield, B. "Business communication and editing students’ evaluations of written error: An eye-tracking study." Business and Professional Communication Quarterly, 23294906251388067. https://doi.org/10.1177/23294906251388067
BYU ScholarsArchive Citation
Baker, Matt; Eck, Grant; Barraza, Ana; and Duffield, Benjamin, "Business Communication and Editing Students’ Evaluations of Written Error: An Eye-Tracking Study" (2025). Faculty Publications. 8035.
https://scholarsarchive.byu.edu/facpub/8035
Document Type
Peer-Reviewed Article
Publication Date
2025
Publisher
Business and Professional Communication Quarterly
Language
English
College
Humanities
Department
Linguistics
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