Title
Writing In The Sociology Curriculum: What Types And How Much Writing Do We Assign?
Keywords
sociology curriculum; student writing; writing across the curriculum
Abstract
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. © 2013 American Sociological Association.
Publication Date
1-1-2013
Publication Title
Teaching Sociology
Volume
41
Issue
1
Number of Pages
46-59
Document Type
Article
Personal Identifier
scopus
DOI Link
https://doi.org/10.1177/0092055X12461453
Copyright Status
Unknown
Socpus ID
84871376535 (Scopus)
Source API URL
https://api.elsevier.com/content/abstract/scopus_id/84871376535
STARS Citation
Grauerholz, Liz; Eisele, Joanna; and Stark, Nicole, "Writing In The Sociology Curriculum: What Types And How Much Writing Do We Assign?" (2013). Scopus Export 2010-2014. 7914.
https://stars.library.ucf.edu/scopus2010/7914