Writing Across the Curriculum: Strategies to Improve the Writing Skills of Nursing Students

Nursing Forum ◽  
2015 ◽  
Vol 51 (4) ◽  
pp. 261-267 ◽  
Author(s):  
Sharon J. Hawks ◽  
Kathleen M. Turner ◽  
Anne L. Derouin ◽  
Rémi M. Hueckel ◽  
Adrianne K. Leonardelli ◽  
...  
Keyword(s):  
Nursing Students ◽  
Writing Across The Curriculum ◽  
Writing Skills

scholarly journals Creating a writing course to improve the writing self-efficacy of graduate nursing students

2017 ◽  
Vol 5 (4) ◽  
pp. 88 ◽  
Author(s):  
Lisa B. Robinson ◽  
Mary Bishop
Keyword(s):  
Nursing Students ◽  
Academic Writing ◽  
Self Efficacy ◽  
Writing Skills ◽  
Nursing Program ◽  
First Semester ◽  
School Of Nursing ◽  
Writing Course ◽  
Writing Competence ◽  
Graduate Nursing

Objective: Contemporary advanced professional nursing requires the ability to communicate effectively in written and oral forms. Many registered nurses enter graduate nursing school with experience writing in medical records but with no experience writing scholarly papers or writing for publication. This article describes the development, implementation and evaluation of a writing course developed in an online graduate nursing program in the southeastern United States. The goal of this research was to determine if graduate nursing students’ writing self-efficacy increased after the completion of a newly developed one-credit online writing course.Methods: Fifty-three first-semester graduate nursing students participated in a 16-week online asynchronous writing course developed at a school of nursing. The course instructors designed writing experiences with the goal of increasing writing competency. The faculty defined writing competence as achieving mastery of the necessary writing skills to produce an organized, logical, understandable message containing the effective use of language, grammar, and punctuation.Results: The students’ writing self-efficacy increased significantly from pretest and posttest. The results revealed a significant increase in self efficacy scores with the second administration of the tool. The mean of the 20-question Likert scale pretest was 70.59. Results obtained after the conclusion of the course resulted in a mean of 80.12. The finding of a mean increase of 9.529 was found to be statistically significant.Conclusions: The information from this research can be used to develop effective strategies to support online graduate students with their writing skills. This experience highlights the fact that we cannot leave the development of academic writing to chance. Achieving academic writing success requires structured instruction, practice and frequent feedback from faculty who have the passion for and expertise in scholarly writing.

Teaching Writing Through Content: Six Instructional Activities to Improve Students’ Sentence-Level Writing Skills

2021 ◽  
pp. 004005992110500
Author(s):  
Brennan W. Chandler ◽  
Kristin L. Sayeski
Keyword(s):  
Writing Across The Curriculum ◽  
Writing Skills ◽  
Content Area ◽  
Teaching Writing ◽  
Students With Learning Disabilities ◽  
Complex Activity ◽  
Instructional Activities ◽  
Sentence Level ◽  
Sentence Construction ◽  
Wide Range

Writing is a complex activity requiring a wide range of skills. Sentence construction, a foundational writing skill, is necessary for paragraph and composition writing. Unfortunately, many current approaches to teaching writing place a priority on the product—focusing on teaching the process of writing lengthy pieces rather than providing explicit instruction in the development of singular, well-constructed sentences. Many students with learning disabilities struggle with proficient sentence construction and acquiring content-area knowledge. Teaching sentence-level writing through content can aid in remediating sentence-level writing deficits while helping students build content-area knowledge. A framework for embedding writing across the curriculum and six sentence-level instructional activities are described.

scholarly journals Newsletters as an Applied Writing Activity in Horticulture Courses

1993 ◽  
Vol 3 (2) ◽  
pp. 249-251
Author(s):  
Robert W. Boufford
Keyword(s):  
Writing Across The Curriculum ◽  
Writing Skills ◽  
Technical Expertise ◽  
Related Activity ◽  
Writing Competence ◽  
Writing Activity ◽  
Turfgrass Management

Graduates of horticulture curricula are expected to be able to convey technical expertise in a variety of communication and writing activities. To address the need for writing competence, writing-across-the-curriculum concepts are being applied in a variety of horticulture courses. To expand writing skills in a turfgrass management course using a job-related activity, a newsletter project was assigned to students that required the students to write two articles and produce a newsletter publication.

Writing Across the Accounting Curriculum: An Experiment

2000 ◽  
Vol 63 (3) ◽  
pp. 49-58 ◽  
Author(s):  
Diane A. Riordan ◽  
Michael P. Riordan ◽  
M. Cathy Sullivan
Keyword(s):  
Writing Across The Curriculum ◽  
Writing Skills ◽  
Financial Accounting ◽  
Accounting Students ◽  
Control Treatment ◽  
Word Choice ◽  
Sentence Structure ◽  
Tax Cost ◽  
Accounting Curriculum ◽  
Accounting Major

To improve the writing skills of accounting students, we developed a structured writing effectiveness program across three junior level courses in the accounting major: tax, cost, and financial accounting. Writing counted for approximately five percent of the grade in each course and accounting professors discussed grammar, sentence structure, and word choice. A consulting expert on writing also con tributed to the program. We tested the results of our program empirically through both a pretest/posttest design and a control/treatment group comparison. The results provide evidence that our writing across the curriculum project significantly improved the students' writing skills.

Use of Workshops to Develop Nurses’ and Nursing Students’ Writing Skills

2015 ◽  
Vol 46 (8) ◽  
pp. 364-369 ◽  
Author(s):  
Anne L. Derouin ◽  
Rémi M. Hueckel ◽  
Kathleen M. Turner ◽  
Sharon J. Hawks ◽  
Adrianne K. Leonardelli ◽  
...  
Keyword(s):  
Nursing Students ◽  
Writing Skills

Writing to Enhance Learning in General Mathematics

1989 ◽  
Vol 82 (7) ◽  
pp. 551-554
Author(s):  
Lynn Havens
Keyword(s):  
School District ◽  
Mathematics Teacher ◽  
Writing Across The Curriculum ◽  
Writing Skills ◽  
Mathematics Class ◽  
Written Assignments ◽  
Science Classes ◽  
Low Ability

Several years ago my school district adopted the “writing across the curriculum” idea. The administration hoped that incorporating writing in all areas would result in students' improving their writing skills. As a mathematics teacher, I never required my students to write. However, in preceding years, as a result of teaching some low-ability science classes in which I included written assignments, I was aware that many students have problems communicating through writing. For this reason, I joined the group of teachers volunteering for the program. I decided to start with the students in a general mathematics class.

Domain-specific cognitive development through written genres in a teacher education program

2013 ◽  
Vol 21 (3) ◽  
pp. 530-551 ◽  
Author(s):  
Charles Bazerman ◽  
Kelly Simon ◽  
Patrick Ewing ◽  
Patrick Pieng
Keyword(s):  
Student Success ◽  
Prospective Teachers ◽  
Quantitative Methods ◽  
Teacher Education Program ◽  
Writing Across The Curriculum ◽  
Writing Skills ◽  
Knowledge Retention ◽  
Writing To Learn ◽  
Writing In The Disciplines ◽  
Domain Specific

Previous studies of initiatives in Writing to Learn and Writing Across the Curriculum/Writing in the Disciplines, while showing gains in knowledge retention and improvement in general writing skills, have not yet investigated the more fundamental issue of how writing supports development of domain-specific forms of thinking. Written samples were gathered from prospective teachers engaged in a year-long program of classroom observation and participation designed to advance their understanding of student success and failure. Ethnographic and quantitative methods provided evidence that their written accounts indicated an increased understanding that was aligned with the goals of the program.

WAC: A Strengths-Based Approach to Student Learning

2009 ◽  
Vol 14 (1) ◽  
pp. 83-94
Author(s):  
Jessica Kahn ◽  
Richard Holody
Keyword(s):  
Social Work ◽  
Writing Across The Curriculum ◽  
Writing Skills ◽  
Social Work Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Writing ◽  
Pedagogical Approach ◽  
Writing Assignments ◽  
Work Education

As is reported in other undergraduate disciplines, many social work students struggle with developing their writing skills. In this article we explore the special relevancy to social work education of a pedagogical approach known as Writing Across the Curriculum (WAC), which provides a model for effective teaching based on the interrelationship of writing, learning, and thinking. We view improving student writing from a strengths perspective. Including students in the language of the profession and developing their critical thinking skills is a normative process accomplished through the instructor's conscious use of writing assignments in creative and integrative ways.

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