Writing in the Sociology Curriculum: What Types and How Much Writing Do We Assign?
Abbreviated Journal Title
writing across the curriculum; student writing; sociology curriculum; CRITICAL THINKING; STUDENT JOURNALS; GOALS; IMAGINATION; CLASSROOM; DEVELOP; FICTION; COURSES; LEARN; Education & Educational Research; Sociology
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.
"Writing in the Sociology Curriculum: What Types and How Much Writing Do We Assign?" (2013). Faculty Bibliography 2010s. 4051.