Restructuring Writing Assignments for Criminal Justice Courses for Underprepared Students

Autor/inn/en	Miller, Jennifer M.; Nugent, Terry L.
Titel	Restructuring Writing Assignments for Criminal Justice Courses for Underprepared Students
Quelle	In: College Teaching, 68 (2020) 1, S.20-32 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miller, Jennifer M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-7555
DOI	10.1080/87567555.2019.1696276
Schlagwörter	Writing Assignments; Law Enforcement; Writing Skills; Student Attitudes; Self Efficacy; Interdisciplinary Approach; Scaffolding (Teaching Technique); Writing Instruction; Rural Areas; College Faculty; Teacher Administrator Relationship; Majors (Students); Teaching Methods; Remedial Instruction; Skill Development; Vocabulary Skills; Writing Processes; Self Esteem; Universities; Arkansas + Suchen Sie Ihr Suchwort? Gesetzesvollzug; Writing skill; Schreibfertigkeit; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schreibunterricht; Rural area; Ländlicher Raum; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Förderkurs; Kompetenzentwicklung; Qualifikationsentwicklung; Aktiver Wortschatz; Self-esteem; Selbstaufmerksamkeit; University; Universität
Abstract	This paper discusses a collaboration between a criminal justice professor and the coordinator of composition at a small, four-year University in a rural location. The goal was to restructure the writing assignments in criminal justice courses in such a way as to enhance student participation in writing assignments and to improve the quality of their work. Many of the student's in these courses are underprepared for college and are often simultaneously enrolled in remediation courses. Therefore, they lack the vocabulary and skills needed to successfully navigate the writing requirements in criminal justice. We found that by scaffolding assignments which reflected the writing process, students were better able to complete the work and improve the quality of their work. Furthermore, students gained confidence not only in their writing abilities, but also in their ability to successfully navigate coursework in their major. Transitioning composition pedagogy into criminal justice courses creates interdisciplinary coherence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01