Dear Rebecca,
Currently we are working on a Writing in Groups in the Disciplines
Project to get students writing to learn as their way in to Writing in
the Disciplines - and my focus has been on the Social Sciences. (Lisa
CLughen, Tom Burns & I are presenting on this at the LDHEN Symposium
next week...)
One model adopted by a London Met colleague teaching a second year
Globalisation module this semester is the inclusion of short, frequent
writing tasks. She has stressed that she is focussing on Writing to
Learn in the module and that each student has to have a notebook for
that module - that each week there will be ten minutes writing at the
end of each seminar session - that students can also write any thoughts
and observations in the notebook - and paste in useful newspaper
clippings... It seems that making this overt and a function of the
course and its writing has been really appreciated by the students. They
have welcomed the intention... We are evaluating the impact this week
(and early version of seminar programme attached).
Another way in to writing in Clinical education is the one adopted by
Paul McIntosh with PG nurses - and possibly experiencing just the issues
you describe. In the first instance he de-stabilises his students
further by asking them to draw their reflective diary - and then to
build the writing from there... I have seen the results and they are
staggering - paper attached.
Best,
Sandra
Rebecca O'Rourke wrote:
> I wonder if anyone has suggestions / resources / comments on good ways
> to help clinical practitioners understand and develop social science
> ways of writing and thinking? We run a PGCE and Masters programme for
> Interprofessional Clinical Educators and I am finding it hard to find
> resources on writing to meet their needs. There seem to be three main
> issues. 1. They have had scientific training initially and see social
> science writing and thinking as woolly, waffly, imprecise, dense, wordy
> - they find it very unfamiliar. 2. They write reports in their
> professional work and that becomes their default style 3. A lot of them
> don't write very much at all - the medium for much of their teaching and
> clinical practice is verbal and practical. I think there are also some
> status issues in play too as very senior, expert staff come to terms
> with being novices - sometimes as educators, sometimes as students of
> education.
>
> Thank you in anticipation, Rebecca
> Dr Rebecca O'Rourke
> Senior Lecturer
> Lifelong Learning Institute
> Room 7.57 EC Stoner Building
> University of Leeds
> Leeds LS2 9JT
> (0)113 343 3181
> [log in to unmask]
> [log in to unmask]" target="_blank">http:[log in to unmask]
>
--
Sandra Sinfield
University Teaching Fellow
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