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dc.contributor.authorBurgess-Proctor, Amanda
dc.contributor.authorCassano, Graham
dc.contributor.authorCondron, Dennis J.
dc.contributor.authorLyons, Heidi A.
dc.contributor.authorSanders, George
dc.date.accessioned2014-12-05T21:41:42Z
dc.date.issued2014-04
dc.identifier.citationBurgess-Proctor, A., Graham Cassano, Dennis Condron, Heidi A. Lyons, and George Sanders. 2014. “A Collective Effort to Improve Sociology Students’ Writing Skills.” Teaching Sociology 42: 130-139.en_US
dc.identifier.urihttp://hdl.handle.net/10323/3213
dc.description.abstractNationwide, academic sociologists at all types of higher education institutions face the challenge of working to improve students’ writing skills. In this article, we describe a collective effort by a group of faculty members in one undergraduate sociology program to implement several effective writing-improvement strategies. We advocate aiming to improve students’ writing by working together on a united front rather than working in isolation. After explaining the origins of the collective emphasis on writing that emerged in our group and briefly outlining the writing-improvement strategies that we utilize, we use student survey data to reflect on major themes before concluding with a discussion of the merits of our collective approach.en_US
dc.language.isoen_USen_US
dc.subjectStudent writingen_US
dc.subjectWriting across curriculumen_US
dc.subjectProfessionalization of studentsen_US
dc.titleA Collective Effort to Improve Sociology Students’ Writing Skillsen_US
dc.typeArticleen_US
dc.relation.journalTeaching Sociologyen_US
embargo.date.terms2015-04
embargo.date.lift2015-04


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