Journal ArticleDOI
Small Change, Big Difference: Heightening BSW Faculty Awareness to Elicit More Effective Student Writing
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TLDR
In this paper, a valuable resource is already available: faculty expertise in social work writing, and the challenge is helping faculty realize their knowledge is not transparent to students; it must be taught, intentionally and explicitly, in undergraduate social work classrooms.Abstract:
Concerns about social work students' writing are well documented, but the cost of specialized writing programs leaves budget-stressed programs confronting a problem they may feel they have few means to address. However, a valuable resource is already available: faculty expertise in social work writing. The challenge is helping faculty realize their knowledge is not transparent to students; it must be taught, intentionally and explicitly, in undergraduate social work classrooms. Engaging faculty in a process of articulating their expectations will help them elicit more effective student writing and change their attitudes toward student writing from frustrated to excited and optimistic.read more
Citations
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Journal ArticleDOI
Beyond “Writing to Learn”: Factors Influencing Students’ Writing Outcomes
TL;DR: The authors conducted a qualitative study that sought to understand which factors contributed to the weak writing skills of a group of social work undergraduates, and suggested a set of interrelated components that influence students' writing.
Journal ArticleDOI
Student Progress in a Social Work Writing Course: Self-Efficacy, Course Objectives, and Skills.
Abstract: Although instructors express concerns about social work students’ writing skills, little research has been conducted One remedy is a social work–focused writing course This study assessed a required writing course with a sample of 49 baccalaureate students From online pre- and posttest surveys, 2 student outcomes improved significantly: self-reported scores for writing self-efficacy and competence in course objectives On-demand writing samples improved significantly based on anonymous ratings by the course instructors; however, blind ratings found gains but not at a significant level Improved outcomes were not associated with demographic or background characteristics We discuss limitations of the study and implications for social work education
Faculty expectations and perceptions of writing at a community college
Abstract: v List of Figures ix List of Tables x Chapter 1: Introduction 1 Larger Context 1 Local Context 12 Purpose Statement 15 Research Questions 16 Scope 18 Specialized Vocabulary 20 Limitations 21 Chapter 2: Literature Review 23 Theoretical Framework 25 Writing Theory 25 Skill Transfer 27 How Learning Happens 28 Themes from the Literature 29 Student Learning 29 Faculty’s Role 33 Differing Contexts 34 Supporting Students 37 Areas of Weakness 38
Journal ArticleDOI
Improving Criminal Justice Students’ Writing Outcomes Through Systematic Writing Instruction
TL;DR: In this paper, a collaborative project between criminal justice and English faculty members to institute a writing pedagogy intervention to examine if criminal justice students' writing would improve over the course of a semester.
Journal ArticleDOI
An empirical assessment of writing and research proficiency in HBCU social work students
TL;DR: In this paper, a pilot study aimed to assess writing and research proficiency of HBCU master's of social work students through empirical analysis of their capstone papers and surveys from educators.
References
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Book
Disciplinary Discourses: Social Interactions in Academic Writing
TL;DR: The Michigan Classics edition of "Disciplinary Discourses: Social Interactions in Academic" "Writing" as mentioned in this paper examines the relationships between the cultures of academic communities and their unique discourses.
Journal ArticleDOI
Educational Policy and Accreditation Standards: Do They Work for Clients?
Book
Rehearsing New Roles: How College Students Develop as Writers
TL;DR: In Rehearsing New Roles: How College Students Develop as Writers, Lee Ann Carroll argues for a developmental perspective to counter the fantasy held by many college faculty that students should, or could, be taught to write once so that ever after, they can write effectively on any topic, any place, any time as discussed by the authors.
Journal ArticleDOI
Exploring literacy in Social Work Education: a social practices approach to student writing
TL;DR: In this article, a social practices approach to student writing in social work education is presented, which is based upon research which explores the experiences of a socially and ethnically divergent group of students engaging in academic writing.
Journal ArticleDOI
Owning (up to) Reflective Writing in Social Work Education
TL;DR: In this paper, a group of social work students and tutors at The Open University UK together with the work of Watson identify student difficulties with reflective writing, and share their experiences of working towards greater clarity in the teaching and assessment of reflective practice through writing.
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