Writing and editing proficiences in agricultural communications: Frequency of use and role in curriculum

Scope and method of study. The purpose of this study was to determine the proficiencies writing and editing professionals perceive as important, the frequency they use these proficiencies and how these proficiencies should be taught to students pursuing careers as professional writers or editors. A census was taken of randomly selected members of the Livestock Publications Council (n=129), American Agricultural Editors Association (n=131) and the American Horse Publications (n=127). The population included a total of 387 individuals. The group was representative of agricultural writers and editors in the United States. A web-based survey was used to gather the data. Descriptive statistics were collected with the Web-based survey and used to help establish statistics such as frequencies, means, and percentages for each of the proficiencies.; Findings and conclusions. This study confirmed the proficiencies are perceived to be important and used by the modern agricultural writer/editor. Agricultural proficiencies were perceived as not as important by professionals when compared to the general communication and specific writing and editing proficiencies. While the technical agriculture proficiencies were perceived as important, respondents felt they should be taught as electives in a broad format. A majority of professionals used the communications and writing/editing proficiencies on a daily basis and that those proficiencies should be included as required courses in undergraduate agricultural communications curriculum. The areas within communications that were perceived important by respondents include: writing mechanics, word processing, human relations, ethics, time management skills, and photography.