Producing Better Writers in Sociology Classes
A Test of the Writing-across-the-Curriculum Approach
Bibliographic Data
| ID | 11064293 |
|---|---|
| Authors | Susan Day, Susan D Day (0000-0002-5184-1593, corresponding author) |
| Year | 1989 |
| Volume | 17 |
| Issue | 4 |
| Pages | 458 |
| Publication date | 1989-10-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Teaching Sociology (JOURNAL) |
| Journal identifiers | ISSN: 0092-055X • E-ISSN: 1939-862X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.2307/1318423 |
| OpenAlex | W2077364066 |
| Language | EN |
| Citations received | 16 |
The popular writing-across-the-curriculum approach to teaching better writing skills is examined in this paper. This approach, which encourages professors to require frequent writing while supporting less rigorous grading of the writing, has been promoted as a method of teaching writing without significantly increasing the workload. Pretest and posttest writing assignments were made in 10 sociology classes and in three other classes; these were the only writing assignments made in the three control classes. One to seven additional assignments were made in the other 10 classes. Assignments were graded thoroughly in some classes; in others, only the first page of the writing assignment was graded rigorously. The findings suggest that numerous writing assignments are not sufficient in themselves to produce better writing, but that rigorous grading of the entire writing assignment is the variable which produces writing improvement. Thus the writing-across-the-curriculum approach can be described as an approach which promises more than it can deliver
Curriculum · Mathematics education · Pedagogy · Sociology · Sociology of Education · Test (biology · Evaluation of Teaching Practices · Innovative Teaching Methodologies in Social Sciences · Online and Blended Learning · Psychology
Evaluating Students' Presentations with the Cops Form
The Guided Essay Examination for Sociology and Other Courses
Teaching Critical Thinking and Writing through Debates
Setting Specific Purposes for Writing-to-Learn Assignments
We Wrote Our Own Book
The Voice of Sociology
Making the best of things or collective escapism? Higher education teaching journals, 1989–90
Introducing Students to the Concept of the Sociological Imagination
Learning in Large Sociology Classes
My Understanding Has Grown, My Perspective Has Switched”
Assigning Authenticity
Producing Better Writers in Sociology
Process Memos
Sociologists as Writing Instructors
A proposed multi-level plan to market sociological competencies
Episodes of Accountability in the Teaching of Anthropology
| Unique citing works | 16 |
|---|---|
| Citations per year | 0,44 |
| Citation span | 1990 - 2021 (32) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 16 |