Improving Criminal Justice Students’ Writing Outcomes Through Systematic Writing Instruction
Bibliographic Data
| ID | 15317042 |
|---|---|
| Authors | Stephanie Odom (corresponding author), Richard C Helfers (0000-0003-1082-1294) |
| Year | 2016 |
| Volume | 27 |
| Issue | 4 |
| Pages | 549-566 |
| Publication date | 2016-02-26 |
| 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 | 10.1080/10511253.2016.1148749 |
| OpenAlex | W2336170651 |
| Language | EN |
| Citations received | 3 |
| References cited | 23 |
Criminal justice faculty members often express disappointment that their students are not meeting the writing expectations of the discipline. This study was a collaborative project between criminal justice and English faculty members to institute a writing pedagogy intervention to examine if criminal justice students’ writing would improve over the course of a semester. Quantitative and qualitative methods were used to examine student attitudes toward writing, documentation style, grammatical correctness, academic diction, and paraphrasing/plagiarism. The results revealed statistically significant improvements in student writing when writing assignments were scaffolded and frequent feedback was provided. Additionally, this study used independent raters to compare student performance on papers from a previous semester, when minimal writing instruction was provided, to the papers from the current study. The results suggest the intervention may improve criminal justice student writing
Academic writing · Criminal justice · Criminology · Diction · Disappointment · Documentation · Economic Justice · Emotive · Intervention (counseling · Linguistics · Mathematics education · Pedagogy · Political science · Sociology · Academic integrity and plagiarism · Computer Science · Law · Psychology · Social Psychology · Student Assessment and Feedback
Assessing Writing
Embedding Academic Literacy Support Within the Electrical Engineering Curriculum
Student Attitudes Towards Approaches to Learning and Assessment
Complex skills and academic writing
Writing across the curriculum and criminal justice courses
On assigning and assessing students' prose
Your students can too write—and you can show them how
Incorporating Writing in Criminal Justice Curriculum
The use of self-, peer and co-assessment in higher education
Small Change, Big Difference
| Citations per year | 0.38 |
|---|---|
| Citation span | 2018 - 2024 (7) |
| Highly cited | No |