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Writing in the Sociology Curriculum: What Types and How Much Writing Do We Assign?

Grauerholz, Liz ; Eisele, Joanna ; Stark, Nicole

Teaching sociology, 2013-01, Vol.41 (1), p.46-59 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publications

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Título:
Writing in the Sociology Curriculum: What Types and How Much Writing Do We Assign?
Autor: Grauerholz, Liz ; Eisele, Joanna ; Stark, Nicole
Assuntos: Behavioral Objectives ; Cognition ; Core curriculum ; Course Descriptions ; Creative writing ; Critical thinking ; Curricula ; Feedback ; Females ; History and organization of sociology ; History, theory and methodology ; Imagination ; Learning ; Literary criticism ; Males ; Organization of profession, research and teaching. Deontology. Sociology of sociology. Epistemology ; Pedagogy ; Poetry ; Research paper writing ; Sex ; Skills ; Social interaction ; Sociological imagination ; Sociology ; Sociology of education. Educational systems. Lifelong education ; Student writing ; Students ; Teachers ; Teaching methods ; Thinking Skills ; Writing ; Writing as Disciplinary Practice ; Writing assignments ; Writing instruction ; Writing teachers
É parte de: Teaching sociology, 2013-01, Vol.41 (1), p.46-59
Notas: ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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Descrição: We analyzed undergraduate sociology course syllabi to determine how prevalent writing is, the types of writing used, and whether assignment of writing and specific types of writing vary by type of course goals, gender of instructor, institutional type, or type of course. Almost all courses represented in these syllabi incorporate writing, with traditional (transactional) writing being the most common. Writing is more likely in courses that seek to enhance students' critical thinking; transactional writing is used in courses stating critical thinking and sociological imagination/thinking as goals; and expressive writing is used more often in courses specifying critical thinking as a goal. Female instructors incorporate more writing, especially expressive types, than their male counterparts. Implications for disciplinary writing practices are discussed.
Editor: Los Angeles, CA: SAGE Publications
Idioma: Inglês

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Writing in the Sociology Curriculum: What Types and How Much Writing Do We Assign?

Grauerholz, Liz ; Eisele, Joanna ; Stark, Nicole

Los Angeles, CA: SAGE Publications

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