Literaturnachweis - Detailanzeige
Autor/inn/en | Henry, Colleen; Austin, Michael J. |
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Titel | Social Work as a Writing-Intensive Profession: Exploring the Relationship between Academic and Practice Writing |
Quelle | In: Journal of Teaching in Social Work, 41 (2021) 3, S.230-256 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0884-1233 |
DOI | 10.1080/08841233.2021.1932015 |
Schlagwörter | Social Work; Higher Education; Professional Education; Academic Language; Technical Writing; Writing Skills; Core Curriculum; Minimum Competencies; Persuasive Discourse; Correlation; Juvenile Courts; Child Welfare Soziale Arbeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufsausbildung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Technical documentation; Technische Dokumentation; Writing skill; Schreibfertigkeit; Kerncurriculum; Fundamentum; Mindestwissen; Persuasion; Persuasive Kommunikation; Korrelation; Juvenile court; Jugendgericht; Kindeswohl |
Abstract | The recognition of social work as a writing-intensive profession is the first step needed to bridge the divide between academic and practice writing. The demonstration of persuasive writing skills rarely achieves a highly-ranked social work curriculum priority despite the recognition by faculty that these skills are essential for effective practice. This paper features curriculum examples that incorporate persuasive writing skills, the use of related rubrics, a proposed framework for bridging the gap between academic and practice writing, and a comprehensive illustration of persuasive writing in the form of a child welfare court report. It concludes with recommendations for enhancing student writing skills. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |