Your students can too write—and you can show them how

Bibliographic Data

ID15316442
AuthorsTara Gray (0000-0003-2460-635X, New Mexico State University, corresponding author)
Year1998
Volume9
Issue1
Pages131-153
Publication date1998-03-01
Open AccessNo
TypeARTICLE
VenueJournal of Criminal Justice Education (JOURNAL)
Journal identifiersISSN: 1051-1253 • E-ISSN: 1745-9117
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10511259800084241
OpenAlexW2078252185
LanguageEN
Citations received4
References cited6

Workers spend three-fourths of their time on the job communicating orally and in writing, but only 10 percent of all social science faculty members teach writing-intensive classes. Faculty members argue that grading is too time-consuming, class time is already full, students don't like to write and they themselves are not writing experts. This article is designed to help teachers overcome each of these problems and to reassure them that “your students can too write—and you can show them how.” As teachers, we are the standard-bearers: We can hold students to whatever standards we choose, as long as we give detailed instructions and provide illustrative examples. I thank Stephen Bernhardt, Chris Burnham, Gregory Colomb, Jody Crowley, Harriet Linkin, Jon'a Meyer, Joseph Moxley, Barbara Millis and Joseph Williams for their comments. I also thank Liz Doty and Suzanne Williams, who helped write the sample papers included in this article. Finally, I thank the criminal justice majors at New Mexico State University, whose comments transformed the paper. This article is dedicated to them. I thank Stephen Bernhardt, Chris Burnham, Gregory Colomb, Jody Crowley, Harriet Linkin, Jon'a Meyer, Joseph Moxley, Barbara Millis and Joseph Williams for their comments. I also thank Liz Doty and Suzanne Williams, who helped write the sample papers included in this article. Finally, I thank the criminal justice majors at New Mexico State University, whose comments transformed the paper. This article is dedicated to them. Notes I thank Stephen Bernhardt, Chris Burnham, Gregory Colomb, Jody Crowley, Harriet Linkin, Jon'a Meyer, Joseph Moxley, Barbara Millis and Joseph Williams for their comments. I also thank Liz Doty and Suzanne Williams, who helped write the sample papers included in this article. Finally, I thank the criminal justice majors at New Mexico State University, whose comments transformed the paper. This article is dedicated to them

Criminal justice · Criminology · Computer Science · Discourse Analysis in Language Studies · Doctoral Education Challenges and Solutions · Innovative Teaching Methodologies in Social Sciences · Psychology

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