Teaching writing in graduate school

Document Type

Article

Publication Title

College Teaching

ISSN

8756-7555

Volume

59

Issue

2

DOI

10.1080/87567555.2010.511315

First Page

66

Last Page

72

Publication Date

1-1-2011

Abstract

Graduate students are typically expected to know how to write. Those who write poorly are occasionally penalized, but little in-class attention is given to help students continue to develop and refine their writing skills. More often than not, writing courses at the graduate level are remedial programs designed for international students and others with significant challenges to writing. In this article, we describe the ways in which we introduced writing into the curriculum of a master's-level qualitative methods course. We structured the course around a semester-long research project that called for students to work in a team with others to improve both their research and writing. We share the strategies we used to demystify the writing process and encourage improvement, both in the course and beyond.

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