Social Work as a Writing-Intensive Profession: Exploring the Relationship between Academic and Practice Writing

Autor/inn/en	Henry, Colleen; Austin, Michael J.
Titel	Social Work as a Writing-Intensive Profession: Exploring the Relationship between Academic and Practice Writing
Quelle	In: Journal of Teaching in Social Work, 41 (2021) 3, S.230-256 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2021.1932015
Schlagwörter	Social Work; Higher Education; Professional Education; Academic Language; Technical Writing; Writing Skills; Core Curriculum; Minimum Competencies; Persuasive Discourse; Correlation; Juvenile Courts; Child Welfare + Suchen Sie Ihr Suchwort? Soziale Arbeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufsausbildung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Technical documentation; Technische Dokumentation; Writing skill; Schreibfertigkeit; Kerncurriculum; Fundamentum; Mindestwissen; Persuasion; Persuasive Kommunikation; Korrelation; Juvenile court; Jugendgericht; Kindeswohl
Abstract	The recognition of social work as a writing-intensive profession is the first step needed to bridge the divide between academic and practice writing. The demonstration of persuasive writing skills rarely achieves a highly-ranked social work curriculum priority despite the recognition by faculty that these skills are essential for effective practice. This paper features curriculum examples that incorporate persuasive writing skills, the use of related rubrics, a proposed framework for bridging the gap between academic and practice writing, and a comprehensive illustration of persuasive writing in the form of a child welfare court report. It concludes with recommendations for enhancing student writing skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01