NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ920756
Record Type: Journal
Publication Date: 2011
Pages: 7
Abstractor: As Provided
Reference Count: 8
ISSN: ISSN-8756-7555
Teaching Writing in Graduate School
Sallee, Margaret; Hallett, Ronald; Tierney, William
College Teaching, v59 n2 p66-72 2011
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. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A