Writing across the curriculum and criminal justice courses
Successful assignments 101
Bibliographic Data
| ID | 15316708 |
|---|---|
| Authors | Delbert L Rounds (Edinboro University, corresponding author), Karen L McCullough (Georgia Southern University) |
| Year | 1998 |
| Volume | 9 |
| Issue | 1 |
| Pages | 155-167 |
| Publication date | 1998-03-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Criminal Justice Education (JOURNAL) |
| Journal identifiers | ISSN: 1051-1253 • E-ISSN: 1745-9117 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10511259800084251 |
| OpenAlex | W2032211783 |
| Language | EN |
| Citations received | 5 |
| References cited | 4 |
Writing-across-the-curriculum (WAC) programs have been developed and implemented at many colleges and universities throughout the United States and the world. Most readers have certainly heard of writing across the curriculum or have been encouraged to use WAC learning strategies in their courses; but there still may be some doubt about effective ways to use WAC in the classroom. Many articles discuss WAC and writing to learn (WTL), but few articles examine in depth some of the more practical considerations of implementing WAC and WTL in specific courses. This article attempts to do this by describing four successfully used WAC assignments: prison letters, courtroom observations, professional interviews and learning logs. In discussing each exercise, we offer some practical pedagogical tips to help readers implement these types of assignments in various courses; we also provide some of our students' responses to such projects
Criminal justice · Criminology · Curriculum · Economic Justice · Engineering ethics · Mathematics education · Medical education · Pedagogy · Political science · Prison · Sociology · Engineering · Law · Legal Education and Practice Innovations · Medicine · Psychology · Sociology and Cultural Identity Studies · Teacher Education and Leadership Studies
Using the Case Study Method to Improve Criminal Justice Students’ Critical Thinking Skills
Modifying an Introduction to Criminal Justice Course to Be Writing-Intensive
Freshman Learning Communities in Criminology and Criminal Justice
Connecting Academic Criminal Justice to the Practitioner Perspective
Improving Criminal Justice Students’ Writing Outcomes Through Systematic Writing Instruction
| Citations per year | 0.25 |
|---|---|
| Citation span | 2006 - 2021 (16) |
| Highly cited | No |