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Related Articles and Helpful Links

Listed below are several articles that deal with writing in respective disciplines.

• Akers, K. G., & Amos, K. (2017). Publishing case studies in health sciences librarianship. Journal of the Medical Library Association, 105(2), 115–118. https://doi-org.ccbcmd.idm.oclc.org/10.5195/jmla.2017.212
  ABSTRACT Abstract: The author reflects on the importance of case studies to health sciences librarianship, research and education. Topics include the similarities of evidence-based medicine (EBM) and evidence-based librarianship (EBL), the value of case studies for health sciences librarianship like conduit for detailed information sharing, as well as the use of case studies to engage practicing librarians in scholarly discourse.
• Banks, M. (2018). OUR Vocation IS Information: EXPLORING THE WAYS LIBRARIANSHIP AND JOURNALISM CAN WORK TOGETHER. American Libraries, 49(6), 40–43.
  ABSTRACT Abstract: The article discusses the similarities between the professional standards and practices librarianship and journalism and ways in which the two can collaborate.
• Burgess-Proctor, A., Cassano, G., Condron, D. J., Lyons, H. A., & Sanders, G. (2014). A collective effort to improve sociology students’ writing skills. Teaching Sociology, 42(2), 130-139.
  ABSTRACTAbstract:Nationwide, academic sociologists at all types of higher education institutions face the challenge of working to improve students’ writing skills. In this article, we describe a collective effort by a group of faculty members in one undergraduate sociology program to implement several effective writing-improvement strategies. We advocate aiming to improve students’ writing by working together on a united front rather than working in isolation. After explaining the origins of the collective emphasis on writing that emerged in our group and briefly outlining the writing-improvement strategies that we utilize, we use student survey data to reflect on major themes before concluding with a discussion of the merits of our collective approach.
• Cripps, M. J., & Robinson, H. M. (2014). Writing Program Building in a Compromised Space: Relative Agency in a Small College in a Public University System. In Composition Forum (Vol. 29). Association of Teachers of Advanced Composition.
  ABSTRACTAbstract:This program profile examines efforts by WPAs at York College, a senior college in the CUNY system, to adapt to externally imposed changes and develop a locally meaningful writing program. 1999 marked the end of remediation at four-year (senior) colleges in The City University of New York. The elimination of developmental writing at CUNY's senior colleges was accompanied by a university-wide mandate for WAC. Fall 2013 marked the start of a university-wide set of general education requirements that will partially eclipse existing local requirements. Between these two bookends, WPAs--drawing on a mindset of relative agency and informed by an awareness of the curricular and institutional positioning of writing--carried out local efforts to build a more effective and coherent program.
• Defazio, J., Jones, J., Tennant, F., & Hook, S. A. (2010). Academic Literacy: The Importance and Impact of Writing across the Curriculum--A Case Study. Journal of the Scholarship of Teaching and Learning, 10(2), 34-47.
  ABSTRACT Abstract: The paper provides case studies of how four faculty members who teach in undergraduate and graduate programs at the Indiana University School of Informatics promote academic literacy throughout the curriculum. The paper describes the writing assignments in several courses, the objectives of these assignments in enhancing the writing skills of students, the pedagogical approaches used by the faculty members and a discussion of the results. Suggestions for assessing student writing will also be provided.
• Dugan Jr, R. F., & Polanski, V. G. (2006). Writing for computer science: a taxonomy of writing tasks and general advice. Journal of Computing Sciences in Colleges, 21(6), 191-203.
  ABSTRACT Abstract:Computer science graduates lack written communication skills crucial to success in the workplace. Professional and academic organizations including ACM, IEEE, ABET, CSAB, and NACE have stressed the importance of teaching computer science undergraduates to write for years, yet the writing problem persists. In this paper, we provide guidance to computer science instructors who want student writing skills to improve. First, we organize prior work on writing for computer science into a goal-oriented taxonomy of writing tasks. Each task includes a clear, concise, and detailed model that can be used as the framework for a student writing assignment. Second, we provide general advice for incorporating writing into any computer science course. Finally, we discuss the application of our taxonomy and advice to writing tasks in several computer science courses.
• Hutchins, T. D. (2015). A New Approach To Teaching Business Writing: Writing Across The Core-A Document Based Curriculum. American Journal of Business Education (AJBE), 8(2), 131-138.
  ABSTRACT Abstract:This paper describes the transition that the Anisfield School of Business of Ramapo College of New Jersey made from a conventional Writing Across the Curriculum approach to a Writing Across the Business Core approach. The impetus for the change is explained as well as the creation and design of the program. The document driven program is analyzed, with special emphasis on faculty buy in. The rationale for the documents chosen is provided as is the logic behind the course sequence. The paper concludes with the results of the first assessment of the program.
• Nicholson, S. (2006). Writing your first scholarly article: A guide for budding authors in librarianship. Information Technology and Libraries, 25(2), 108-111.
  ABSTRACTAbstract: This series of questions and answers is designed to help you take the first steps toward the successful production of a scholarly article in librarianship. You may find yourself in a library position that requires writing or you may have just decided that you are ready to share your findings, experiences, and knowledge with the current and future generations of librarians. While following the guidelines listed here will not guarantee that you will be successful, these steps will take you closer to discovering the thrill of seeing your name in print and making a difference in the field.
• Wardle, E. (2019). What Critics of Student Writing Get Wrong. Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/What-Critics-of-Student/247054

Writing Resources

• Framework for Success in Postsecondary Writing
• CCCC Position Statements
• CCBC Citation Basics
• CCBC Avoiding Plagiarism
• CCBC Library Research Guides
• CCBC Library Research Guide for WIDAC - Writing in the Disciplines