Orchestrating Authorship: Teaching Writing across the Psychology Curriculum

Autor/inn/en	Soysa, Champika K.; Dunn, Dana S.; Dottolo, Andrea L.; Burns-Glover, Alyson L.; Gurung, Regan A. R.
Titel	Orchestrating Authorship: Teaching Writing across the Psychology Curriculum
Quelle	In: Teaching of Psychology, 40 (2013) 2, S.88-97 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628312475027
Schlagwörter	Psychology; Writing Across the Curriculum; Majors (Students); Writing Assignments; Undergraduate Students; Student Development; Developmentally Appropriate Practices; College Curriculum; Introductory Courses; Advanced Courses + Suchen Sie Ihr Suchwort? Psychologie; Entwicklungsbezogene Bildung; Einführungskurs; Fortgeschrittenenunterricht
Abstract	This article describes the kinds of writing that could be introduced at the beginner, intermediate, and advanced course levels in the psychology major. We present exemplars of writing assignments across three institutions, including textual analysis, integrating intratext and intertext writing, and a capstone thesis project, where the skills learned in each assignment could inform those that follow in later years. Furthermore, this article addresses potential developmental progressions within each assignment as well. We present preliminary assessments of individual assignments and suggestions for evaluating developmental gains across the curriculum. To conclude, we discuss the value of teaching writing of increasing complexity across the psychology curriculum, and the importance of evaluating the effectiveness of such a program in the future. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10