Social Work StudentSocial Work StudentWriting Workshop:Writing Workshop:From conceptualization to end productFrom conceptualization to end product

MSW I – Fall 2007MSW I – Fall 2007

Teiahsha Bankhead, PhD, LCSWTeiahsha Bankhead, PhD, LCSW

Why have a writing workshop for MSW students?Why have a writing workshop for MSW students?

Pause to think about writing style, Pause to think about writing style, techniques, process, quality of techniques, process, quality of outcomeoutcome

Requested by practice communityRequested by practice community Grade inflation can allow for poor Grade inflation can allow for poor

writing writing Achievement (caring & Achievement (caring &

emotional connection) + emotional connection) + cognitive skills + written cognitive skills + written expression = professional successexpression = professional success

Identify students whose skills Identify students whose skills need improvementneed improvement

Framework for approaching a Framework for approaching a “serious piece of intellectual “serious piece of intellectual work”work”

Ground RulesGround Rules Take risks, be free & Take risks, be free &

creative with your creative with your thoughtsthoughts

Truly engage with Truly engage with processprocess

Be open to new ideasBe open to new ideas Don’t be afraid to be Don’t be afraid to be

silly or goofy – silly or goofy – nonlinear processnonlinear process

Suspend judgmentSuspend judgment Additional Additional

suggestions???suggestions???

What do we hope to accomplish today? What do we hope to accomplish today?

9:30 - 10:159:30 - 10:15 Approaching graduate level Approaching graduate level

writingwriting• Diverse Experiences in WritingDiverse Experiences in Writing• Literature ReviewLiterature Review

10:15 – 11:1510:15 – 11:15 Completing Writing Assignments – Completing Writing Assignments – Process of ConceptualizationProcess of Conceptualization

• Problem StatementProblem Statement• Topic developmentTopic development• Concept in ImagesConcept in Images

11:15 – 11:3011:15 – 11:30 Tips on Improving Your WritingTips on Improving Your Writing

• APA Style & a Hunt for MistakesAPA Style & a Hunt for Mistakes

11:30 – 12:0011:30 – 12:00 Writing Assignment for SubmissionWriting Assignment for Submission

• Questions & logistics on assignment Questions & logistics on assignment

Exercise: Diverse Experiences in WritingExercise: Diverse Experiences in Writing

1.1. Hold hands & silently Hold hands & silently form a straight line form a straight line facing mefacing me

2.2. Release hands, but stand Release hands, but stand shoulder-to-shoulder in a shoulder-to-shoulder in a straight lie without straight lie without speakingspeaking

3.3. Listen carefully to each Listen carefully to each sentence and take the sentence and take the steps requested if the steps requested if the sentence appliessentence applies

4.4. Imagine a prize at the Imagine a prize at the front of the room that front of the room that everyone is competing everyone is competing forfor

5.5. Make your movements Make your movements based upon an honest based upon an honest self assessmentself assessment

Diversity in Writing: Process QuestionsDiversity in Writing: Process Questions

Remain where you are & look around to assess Remain where you are & look around to assess your position and the position of other studentsyour position and the position of other students

Who do you think among you would win the Who do you think among you would win the prize?prize?

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What happened?What happened? How did the exercise make you feel?How did the exercise make you feel? What were your thought as you did this exercise?What were your thought as you did this exercise? What have you learned from this exercise?What have you learned from this exercise? What can you do with this information in the What can you do with this information in the

future?future? What did most of the questions have in common? What did most of the questions have in common?

Why is writing a literature review often Why is writing a literature review often viewed as difficult or mysterious?viewed as difficult or mysterious?

There is not one way to complete itThere is not one way to complete it

There is no formulaThere is no formula

You may approach it from many different anglesYou may approach it from many different angles

How it is organized depends upon the content, How it is organized depends upon the content, main points and argument of the piecemain points and argument of the piece

Often not taught to undergraduates, but expected Often not taught to undergraduates, but expected of graduate studentsof graduate students

What does a literature review do?What does a literature review do?

Provides background to a problem & explains the Provides background to a problem & explains the relationship between previous & current studiesrelationship between previous & current studies

Places research in historical & theoretical context Places research in historical & theoretical context Identifies risk factors, problems, current trends & Identifies risk factors, problems, current trends &

debates in fielddebates in field Gives direction to the project (recent work cited)Gives direction to the project (recent work cited) Allows author to contributing new knowledge by Allows author to contributing new knowledge by

analysis and synthesis of primary worksanalysis and synthesis of primary works Requires use of libraries – subscriptions & Requires use of libraries – subscriptions &

limitations of web – (interlibrary loan, reference limitations of web – (interlibrary loan, reference librarian)librarian)

Depends on search methods – synonyms & key Depends on search methods – synonyms & key words – relevant article subject headings – use in words – relevant article subject headings – use in subsequent searchessubsequent searches

What do we hope to accomplish in What do we hope to accomplish in the literature review?the literature review?

Formal systematic search Formal systematic search of the literatureof the literature

Mental work – cognitive Mental work – cognitive processingprocessing

Generate useful knowledge Generate useful knowledge - Make a contribution to - Make a contribution to knowledge by analyzing knowledge by analyzing and synthesizing existing and synthesizing existing work work

Access dataAccess data Gain knowledgeGain knowledge Argue points using mental Argue points using mental

modelsmodels

Determine what has been Determine what has been written about a topicwritten about a topic

Clearly present and Clearly present and critique existing findingscritique existing findings

Build on existing findings & Build on existing findings & point out why and how point out why and how your paper adds a unique your paper adds a unique perspectiveperspective

Goal – to constantly refine Goal – to constantly refine and develop and evolve and develop and evolve the research community’s the research community’s body of knowledge in any body of knowledge in any given areagiven area

Steps to Completing Steps to Completing Writing AssignmentsWriting Assignments

Choose a topicChoose a topic Narrow the topicNarrow the topic Research the topicResearch the topic

• Reading related manuscriptsReading related manuscripts Create an annotated bibliographyCreate an annotated bibliography

• Group themed findings togetherGroup themed findings together• Analyze & critique the findingsAnalyze & critique the findings

Conceptualize the paperConceptualize the paper• Plan the main points & thrust of the paperPlan the main points & thrust of the paper• What is your central argument and how do you What is your central argument and how do you

prove it?prove it?

Problem StatementProblem Statement

What is the difficult situation, What is the difficult situation, item, relationship or issue for item, relationship or issue for which more knowledge is which more knowledge is needed?needed?

• What do you know about it? What do you know about it?

• How can we know more?How can we know more?

Research Topic DevelopmentResearch Topic Development

Approaching the research topicApproaching the research topic• Which intervention impact clients most in your placement? Which intervention impact clients most in your placement? • What are the treatment methods you use in practice?What are the treatment methods you use in practice?• What would you like to know about the population or What would you like to know about the population or

intervention you use? intervention you use? • What is done well in practice?What is done well in practice?• What could be done better?What could be done better?• What are you passionate about?What are you passionate about?

Things to consider when approaching a research topic…Things to consider when approaching a research topic…• Intent or goalIntent or goal• Knowledge of topicKnowledge of topic• AudienceAudience• Key wordsKey words• Example: gay men, psycho/social/sexual behavior, culture, Example: gay men, psycho/social/sexual behavior, culture,

homophobia, dating patterns, sexual practiceshomophobia, dating patterns, sexual practices

NarrowingNarrowing your research topic…your research topic…

Sharpen the questionSharpen the question

• Is the question about who, Is the question about who, what where, why or when?what where, why or when?

• Explanatory or Explanatory or descriptive?descriptive?

• What are the variables or What are the variables or factors under factors under consideration?consideration?

• Be specific, relevant & Be specific, relevant & reasonable for the field?reasonable for the field?

Targeting the populationTargeting the population

• Activity or practiceActivity or practice• GenderGender• AgeAge• Race/ethnicityRace/ethnicity• RegionRegion• Program/agencyProgram/agency• Sexual orientationSexual orientation• Ability/disabilityAbility/disability• IllnessIllness

Exercise: Paper Concept in ImagesExercise: Paper Concept in Images

InstructionsInstructions

At table fold paper into 4 sectionsAt table fold paper into 4 sections Draw a circle in the middle of the Draw a circle in the middle of the

pagepage Each table has a broad topicEach table has a broad topic

Assignment - Create a Assignment - Create a visual concept for a visual concept for a paper that explains the paper that explains the underlying conditions underlying conditions giving rise to the social giving rise to the social problem you have been problem you have been assignedassigned• You may use drawings, images, You may use drawings, images,

shapes, arrows & symbolsshapes, arrows & symbols• You may not use words or You may not use words or

numbersnumbers

Process Exercise: Paper Concept in ImagesProcess Exercise: Paper Concept in Images

Share & describe your conceptualization with Share & describe your conceptualization with student colleagues at you tablestudent colleagues at you table

Provide a justification for the 4 major areas you Provide a justification for the 4 major areas you coveredcovered

Come to consensus at the table on the best Come to consensus at the table on the best approach to conceptualizing the paperapproach to conceptualizing the paper

Practice acting out your concept to present to the Practice acting out your concept to present to the groupgroup

Nonverbal Presentations of Concept PapersNonverbal Presentations of Concept Papers

Process for Clarity in Writing Process for Clarity in Writing

Do what you need to do …Do what you need to do …

MeditateMeditate Think quietlyThink quietly Write a zero draftWrite a zero draft Engage in challenging Engage in challenging

spirited dialoguespirited dialogue Draw it outDraw it out Act it outAct it out BECOME CRYSTAL BECOME CRYSTAL

CLEARCLEAR – about what – about what you want to sayyou want to say

Common Pitfalls in Graduate Student WritingCommon Pitfalls in Graduate Student Writing

Poor conceptualization – piece not Poor conceptualization – piece not thought throughthought through

Taking on too much at onceTaking on too much at once – – (i.e. you can do (i.e. you can do anythinganything but not but not everything at once)everything at once)

Poor organization, opening sentence or Poor organization, opening sentence or thesis statementthesis statement

Too broad, too general and lacking depthToo broad, too general and lacking depth

Formulaic writingFormulaic writing

Fragmented flow of ideasFragmented flow of ideas

Colloquial vs. scholarly languageColloquial vs. scholarly language

Poor use of references or poor referencesPoor use of references or poor references

Inaccurate or biased assumptions used Inaccurate or biased assumptions used as factsas facts

Anxiety that stifles creativityAnxiety that stifles creativity

What do you mean by poor use of references?What do you mean by poor use of references?

GeneralGeneral InaccurateInaccurate Overuse of a single referenceOveruse of a single reference Overuse of direct quotesOveruse of direct quotes Use of ideas of author’s for which Use of ideas of author’s for which

they have not received creditthey have not received credit Ideas inappropriately referencedIdeas inappropriately referenced Annotated bibliographyAnnotated bibliography

How do you know when a paper is in How do you know when a paper is in good enough shape to turn it in?good enough shape to turn it in?

Well doneWell done IntegratedIntegrated Synthesized – use of Synthesized – use of

multiple authors multiple authors referenced in a sentencereferenced in a sentence

ConvincingConvincing Appropriately critiques and Appropriately critiques and

challenges existing workschallenges existing works Provides detailsProvides details Lead the reader through a Lead the reader through a

logical sequence of ideaslogical sequence of ideas Well organized, w/ref. to Well organized, w/ref. to

begin., mid., endbegin., mid., end Impeccable grammarImpeccable grammar Makes senseMakes sense

Poorly donePoorly done

FragmentedFragmented DisjointedDisjointed Leaves gaps in argumentLeaves gaps in argument Encourages debate for Encourages debate for

which there is no responsewhich there is no response Assumes literature is Assumes literature is

comprehensive and correct comprehensive and correct all the timeall the time

GeneralGeneral Illogical presentation of Illogical presentation of

ideasideas Poor grammarPoor grammar Doesn’t make senseDoesn’t make sense

Hierarchical Value of Hierarchical Value of Scholarly ReferencesScholarly References

Rated on objectivityRated on objectivity Scrutiny – levels of outside reviewScrutiny – levels of outside review Originality – primary vs. secondaryOriginality – primary vs. secondary

****************************************************************1.1. Peer reviewed journal articles – narrow and currentPeer reviewed journal articles – narrow and current2.2. Government reports & documents – large & not user friendlyGovernment reports & documents – large & not user friendly3.3. Chapters in edited book – secondary dataChapters in edited book – secondary data4.4. Researched manuscript – biased w/o peer reviewResearched manuscript – biased w/o peer review5.5. Edited book – biased, secondaryEdited book – biased, secondary6.6. Newspaper article – NY Times, LA Times, Washington Post – Newspaper article – NY Times, LA Times, Washington Post –

conceptualization is narrow, not scholarly, reactionaryconceptualization is narrow, not scholarly, reactionary7.7. Books – lack peer review, secondary analysisBooks – lack peer review, secondary analysis

****************************************************************** Popular periodicalsPopular periodicals Personal testimonyPersonal testimony

How do you best use How do you best use references?references?

1.1. Annotated bibliographyAnnotated bibliography2.2. Group common themesGroup common themes3.3. Critique – Critique –

1.1. MethodsMethods2.2. FindingsFindings3.3. SampleSample4.4. Time periodTime period5.5. PurposePurpose6.6. Assumptions Assumptions 7.7. GapsGaps

4.4. Reduce / eliminate use of direct quotesReduce / eliminate use of direct quotes

Examples of proper use of APA style Examples of proper use of APA style references in a sentencereferences in a sentence

1.1. ……(Cox, 2007).(Cox, 2007).2.2. ……(Cox, 2007; Jones, (Cox, 2007; Jones,

2003).2003).3.3. ……(Cox, 2007, p. 126).(Cox, 2007, p. 126).4.4. ……(Cox, Om & Takaki, (Cox, Om & Takaki,

2003) then (Cox et al., 2003) then (Cox et al., 2003).2003).

1.1. Single authorSingle author2.2. Two authors in a single Two authors in a single

sentence, alphabetical sentence, alphabetical orderorder

3.3. Direct quote, page Direct quote, page numbernumber

4.4. List all authors first time List all authors first time mentioned in an article. mentioned in an article. If more than two, infuture If more than two, infuture refs., use first author, et refs., use first author, et al.)al.)

Hunt for APA Mistakes ExerciseHunt for APA Mistakes Exercise

Identify number of Identify number of mistakesmistakes

Describe the Describe the mistakesmistakes

Writing Exercise: AssignmentWriting Exercise: Assignment

1.1. Review the annotated bibliography that I will hand out and use Review the annotated bibliography that I will hand out and use selected references to complete your assignmentselected references to complete your assignment

2.2. Your assignment is to write a paper that will…Your assignment is to write a paper that will…1.1. Describe the factors contributing to the Describe the factors contributing to the

disproportionately high representation of people of disproportionately high representation of people of color in the criminal justice systemcolor in the criminal justice system

3.3. Your paper should be no longer than two typed double-spaced Your paper should be no longer than two typed double-spaced pagespages

4.4. You do not need to attach a reference list or cover page, but You do not need to attach a reference list or cover page, but include your name, email address and telephone number on the include your name, email address and telephone number on the first page in the header sectionfirst page in the header section

5.5. Please email your paper to Dr. Bankhead at Please email your paper to Dr. Bankhead at bankhead@csus.edubankhead@csus.edu by Friday, Sept. 8, 2007 at 5:00 p.m. In the by Friday, Sept. 8, 2007 at 5:00 p.m. In the subject line write subject line write MSW I Writing ExerciseMSW I Writing Exercise

6.6. If your writing is acceptable you will not here from us. If If your writing is acceptable you will not here from us. If improvement is needed we will contact you within two weeks to improvement is needed we will contact you within two weeks to suggest that you see a writing tutor. If we do not receive a suggest that you see a writing tutor. If we do not receive a paper from you we will ask that you see a tutor.paper from you we will ask that you see a tutor.

Keys to Successful Writing in Graduate SchoolKeys to Successful Writing in Graduate School

Be critical of your own workBe critical of your own work

Write and rewrite – walk away from Write and rewrite – walk away from your work and reread it at a later your work and reread it at a later time to assess clarity, logic and time to assess clarity, logic and perspectiveperspective

Be organized and clearly articulate Be organized and clearly articulate the position for which you are the position for which you are advocatingadvocating

Let your clear vision be your guideLet your clear vision be your guide

Your ideas, beliefs and values may Your ideas, beliefs and values may be transformed in graduate school, be transformed in graduate school, so expect this to be true as well for so expect this to be true as well for your writingyour writing

You can get to “good enough” in You can get to “good enough” in your writing but a piece of serious your writing but a piece of serious intellectual work is never really intellectual work is never really finishedfinished