Course Name

Course Name: Writing in Social Work
Course Prefix: SW
Course Number: 3800
Submitted by (Name & E-Mail): Mark Bigler, mbigler@weber.edu

Current Date: 2/2/2011
College: Social & Behavioral Sciences
Department: Social Work & Gerontology
From Term: Summer 2012

Substantive

new	Current Course Subject N/A Current Course Number

N/A

New/Revised Course Information:

Course Title: Writing in Social Work

Abbreviated Course Title: Writing in Social Work

Course Type:

LEC

Credit Hours: 3 or if variable hours: to

Contact Hours: Lecture 3 Lab Other

Repeat Information: Limit 0 Max Hrs 0

Grading Mode: standard

This course is/will be:

a required course in a major program
a required course in a minor program
a required course in a 1- or 2- year program
elective

Prerequisites/Co-requisites:

University composition (ENGL 1010 and ENGL 2010 or equivalent). It is recommended that this course be taken concurrently with SW 3700 and/or SW 4860.

Course description (exactly as it will appear in the catalog, including prerequisites):

This course is designed to help students develop and sharpen professional writing skills and become more effective in various forms of written communication in social work and the broader social welfare delivery system. The course will offer an in-depth overview of APA writing style guidelines and apply these, as appropriate, in the preparation of written documents common in professional practice in social and behavioral sciences. Prerequisite: University composition (ENGL 2010 or equivalent). (It is recommended that this course be taken concurrently with SW 3700 and/or SW 4860.)

Justification for the new course or for changes to an existing course. (Note: Justification should emphasize academic rationale for the change or new course. This is particularly important for courses requesting upper-division status.)

Writing is an important professional skill in social work practice. Courses that meet composition requirements at Weber State University provide a strong foundation in written communication. However, these courses focus on basic writing skills and emphasize writing styles and guidelines that are not commonly used in social science professions. Social work majors (and students in other social science disciplines) need more specific instruction and practice in technical writing to develop composition skills that will help them be more competitive in graduate studies and their future professional endeavors. This course is designed to build on and refine fundamental writing skills to help students become more effective in various forms of written communication in social work and the broader social welfare delivery system. In particular, the course will offer an in-depth overview of APA writing style guidelines, which receive little focus in other composition courses, and apply these, as appropriate, in the preparation of written documents common in professional practice in social and behavioral sciences.

This course will be required for a Bachelor of Arts (BA) degree in Social Work. Bachelor of Science (BS) Social Work majors can take this course as an elective.

INFORMATION PAGE
for substantive proposals only

1. Did this course receive unanimous approval within the Department?

true

If not, what are the major concerns raised by the opponents?

N/A

2. If this is a new course proposal, could you achieve the desired results by revising an existing course within your department or by requiring an existing course in another department?

The social work major (and other majors within the College of Social and Behavioral Sciences) is writing intensive. Students prepare journals, reaction papers, essays, and research papers throughout their coursework. In addition, social work majors write a lengthy senior capstone paper which summarizes their undergraduate experience, both within and outside the department, and synthesizes what they have learned from liberal arts and major courses, as well as their field internship training. Furthermore, writing casenotes, professional letters, and research reports is a part of the 400 hour field experience that is required to complete the social work major. However, each course required for the social work major addresses specific sets of knowledge and skills relevant to professional practice and none focuses exclusively on writing skills. These need to be addressed specifically, beyond and independent of any other subject matter. Moreover, adding more emphasis on writing in any existing social work course would increase an already heavy instructional burden and would not address the need with sufficient thoroughness. Furthermore, recent changes in requirements for the Bachelor of Arts (BA) degree in social work included the addition of this course, which was done largely as a response to concerns voiced by students regarding the need for more training in APA Writing Style guidelines.

As a prerequisite to formal admission into the social work program, social work majors must complete the University composition requirement (ENGL 1010 and ENGL 2010 or equivalent) with a “C” or better. This requirement helps to ensure that majors have developed basic writing skills before they embark on the required core courses. However, students report that these required composition courses focus on writing styles other than APA and thus provide little training on writing skills and guidelines specific to the social sciences. As students complete their final semester in social work, they are required to participate in an exit interview with the department chair in which they are asked to critique the program, both positively and negatively. This interview typically occurs at the same time students are completing their senior capstone project. A long-standing and consistent complaint shared in these interviews has been the lack of training in APA (American Psychological Association) Writing Style guidelines, which students are expected to know and use in all of their writing throughout the program, including the culminating senior capstone project. Even after the Department implemented brownbag training sessions, students continued to express a desire for a writing course based on APA format.

The social work faculty has discussed this issue at length and concluded that: 1) required writing courses do not provide adequate training in APA writing style; 2) additional composition courses available through the English Department do not include an emphasis on writing for the social sciences; and 3) while courses taken by social work majors include a number of writing assignments and require the use of APA writing style guidelines, providing additional instruction in writing style and techniques would take time away from course-specific instruction. Existing courses in other departments do not seem adequate to meet the writing needs of social work majors, nor is revising an existing course within the department a viable option.

3. How will the proposed course differ from similar offerings by other departments? Comment on any subject overlap between this course and topics generally taught by other departments, even if no similar courses are currently offered by the other departments. Explain any effects that this proposal will have on program requirements or enrollments in other department. Please forward letters (email communication is sufficient) from all departments that you have identified above stating their support or opposition to the proposed course.

Writing courses similar to that being proposed here do not exist in other social science programs. However, the English Department does offer writing courses beyond the University’s composition requirements (e.g., ENGL 2100 Technical Writing; ENGL 3030 Structure of English; ENGL 3050 Grammar, Style, and Usage for Advanced Writing; ENG 3100 Professional and Technical Writing; ENGL 3210 Advanced College Writing; ENGL 4120 Seminar and Practicum in Professional and Technical Writing; ENGL 4940 Writer’s Workshop; ENGL 5050 Grammar, Style, and Usage for Advanced Writing). Although three of these English courses focus on technical writing (i.e., ENGL 2100; ENG 3100; ENGL 4120), most are designed for English majors, none is specific to writing in the social sciences, and APA Writing Style guidelines receive relatively little attention. The proposed course will differ from these existing courses in its emphasis on writing in the social sciences, its focus on APA Writing Style guidelines, and its use of assignments relevant to academic studies and professional practice in the social welfare delivery system. Members of the Professional and Technical Writing faculty in the WSU English Department have reviewed this proposal and determined that the course does not substantially overlap with courses in that department. A copy of an e-mail from Dr. Kathleen Herndon, chair of the English Department, is attached.

4. Is this course required for certification/accreditation of a program?

If so, a statement to that effect should appear in the justification and supporting documents should accompany this form.

5. For course proposals, e-mail a syllabus to Faculty Senate which should be sufficiently detailed that the committees can determine that the course is at the appropriate level and matches the description. There should be an indication of the amount and type of outside activity required in the course (projects, research papers, homework, etc.).

WEBER STATE UNIVERSITY

Department of Social Work and Gerontology

COURSE OUTLINE FALL 2011

SOCIAL WORK 3800 - WRITING IN SOCIAL WORK

COURSE: Social Work 3800 - Writing in Social Work

CREDIT: Three (3) Semester Hours

PREREQUISITES: WSU Composition (ENGL 1010 and ENGL 2010 or equivalent)

TIME: Monday/Wednesday/Friday, 10:30 a.m. - 11:20 a.m.

LOCATION: Social Science Building, Room 101

INSTRUCTOR: Mark O. Bigler, L.C.S.W., Ph.D.

OFFICE: Social Science Building, Room 142

OFFICE HOURS: M 9-10 a.m.; Tu 2-3 p.m.; W-F 11:30 a.m.-12:30 p.m.; or by appointment

PHONE: (801) 626-6156

E-MAIL ADDRESS: mbigler@weber.edu

REQUIRED TEXT: American Psychological Association. (2010). Publication manual of the American Psychological Association (6^th ed.). Washington, DC: Author.

REQUIRED TEXT: Szuchman, L. T. & Tomlison, B. (2008). Writing with style: APA style for social work (3^rd ed.). Belmont, CA: Thomson

REQUIRED TEXT: Grant writing text

COURSE DESCRIPTION

COURSE OBJECTIVES

After participating in this course, students will be able to:

1. Explain essential elements of APA writing style guidelines.

2. Identify and discuss various forms of written communication used in the social welfare delivery system.

3. Describe essential differences and specific uses of various types of documents used in social and behavioral science practice settings.

4. Apply APA writing style guidelines to various forms of written documents common in professional practice.

5. Explain how clear, correct, and consistent writing supports and enhances professional practice.

6. Apply the values and ethics of social work in the preparation of written documents.

7. Recognize ways in which writing can be used both as a mechanism of oppression and discrimination and as an advocacy tool to foster social and economic justice.

8. Prepare a self-assessment or senior capstone project summarizing and synthesizing learning over the course of their undergraduate education.

CLASS FORMAT

This course is writing workshop. Lectures will be used to present basic factual and technical information. However, a significant portion of the course will engage students in writing exercises, group editing sessions, and class discussions. The student is therefore expected to be an active participant in the learning process, completing required assignments, offering critical perspectives on philosophical issues, and serving as an editor and proofreader for one’s own work and written documents produced by classmates.

ASSIGNMENTS

Resume (25 total points)

Students will prepare a professional resume. This document should follow guidelines presented in class and summarize the following: objective statement, educational background, work history, volunteer experience, and other information relevant to a position for which the student might apply. DUE DATE: December 3.

Letters (50 total points)

Over the course of the semester, students will compose five letters related to issues common in social service settings. Each letter will be worth 10 points. Topics will include: 1) reference letter for yourself that would be included with an application for a job or for graduate school; 2) thank-you letter to a colleague/agency for professional support; 3) community fund-raising letter; 4) cover letter to accompany a grant proposal; 5) letter to a court, a probation or parole office, or another mental health professional summarizing progress of a hypothetical client. TENTATIVE DUE DATES: January 3, January 15, February 20, March 28, and April 15.

Casenotes (50 total points)

On 10 occasions during the semester, students will be given a brief homework assignment that relates to the class discussion topic for the coming week. These assignments will be given the week before they are due and each will be worth 10 points. TENTATIVE DUE DATES: September 3, September 15, September 20, September 28, October 4, October 11, October 25, November 1, November 8, and November 15.

Grant Proposal/Research Paper (100 total points)

For this assignment, students will select one of the following two options. A first draft of the project will be submitted for review and critique by a peer evaluation team (25 points), The final draft, incorporating changes and corrections recommended by the evaluation team, will be submitted to the professor one week after it is returned to the student for revision (50 points). Students will be awarded 25 points for their participation on the peer evaluation team. DUE DATE (DRAFT): April 5. DUE DATE (FINAL): April 19.

GRANT PROPOSAL: The WSU Office of Undergraduate Research sponsors three types of Student Research Grants: conference travel, long-term, and explatory. For this assignment, each student will prepare a grant proposal from one of these categories following the format and guidelines outlined on the OUR website (http://www.weber.edu/OUR/grants/default.html).

RESEARCH PAPER: The student will write a 5-6 page research paper on a topic of interest relevant to her/his professional interests. This paper should follow APA writing guidelines precisely. A cover paper, abstract, and reference list with at least five sources cited in the body of the paper (not counted as pages of text) MUST be included. This research paper should include the following sections: introduction, methods, results, and discussion.

Application (75 total points)

An undergraduate liberal arts foundation is requisite to the preparation of students for graduate social work education. The graduate social work curriculum is conceptualized and structured to build upon a solid liberal arts foundation which includes academic exposure to content in such subject areas as English and other languages, literature, history, humanities, communication, social and behavioral sciences, philosophy, fine arts, mathematics, and human biological and physical sciences. Applications to graduate social work programs (MSW) typically require a liberal arts statement. Such a statement describes the student’s experiences in the humanities, social sciences, human biological sciences, and the behavioral sciences that enriched their undergraduate education and is meant to reflect a synthesis and understanding of how a liberal arts education contributes to professional preparation in social work.

For this assignment, students will prepare such a statement. This 2-3 page document should describe the liberal arts coursework the student has completed and how these courses have provided the following: 1) an appreciation of how culture is expressed in literature, humanities, writing, languages, history, philosophy, mathematics, and science; 2) an understanding of the diversity of individuals and cultures including the bio-psychosocial forces that influence human growth and development; 3) a commitment to enhance human rights and social justice; 4) an understanding of the diversity and interrelatedness of local, state, national, and global social problems; and 5) an understanding and appreciation of the importance of scientific inquiry and critical thinking. DUE DATE: May 1.

Self-Assessment/Capstone (100 total points)

The purpose of this exercise is to provide the student an opportunity to critically think about his or her future in the profession, based on experiences to date. Each student will evaluate his or her commitment to Social Work practice and continued personal and professional development to advance the profession. This document should address the following questions: 1) Why does this major "fit?" Why has Social Work been chosen as a major? ("I want to help people" is not good enough!); 2) What population and type of setting is of particular interest (be as specific as possible)? Why does this population hold special interest? When is Field Education expected to be completed? What thoughts are there regarding practicing in urban versus rural settings?; 3) Describe the degree of "fit" between personal beliefs, values, and needs and the values and demands of the Social Work profession. What impact will being a social worker have on personal physical and mental health, intellectual development, beliefs and practices, and personal economic situation? How will being a social worker affect overall quality of life?; 4)Describe future plans upon graduation. Speculate on life in five years. The next decade. Will interests change (or not) over time? Explain; 5) Based on personal experience and knowledge, what kind of changes are likely to take place within society that will influence career choice? What skills will be important to possess in order to deal with these changes that are projected? What impact (if any) will work have on personal life?; and 6) What has been the most helpful thing learned about Social Work thus far? Speculate on why this will be helpful. DUE DATE: December 3.

Attendance (150 total points)

Because student participation is a vital part of the learning process, students will be awarded 10 points per class for attendance and participation. Students who miss class and those who arrive late or leave early will forfeit attendance points for that class period.

GRADING

The grade for this course is determined by the total points earned. The final grade will be awarded according to the following percentage scale: A 96-100%; A- 92-95%; B+ 88-91%; B 85-87%; B- 81-84%; C+ 76-80%;

C 72-75%; C- 69-71; D+ 66-68%; D 63-65%; D- 60-62%; E 0-59%.

Criteria Points Possible

1. Resume 25

2. Letters 50

3. Casenotes 50

4. Grant proposal/research paper 100

5. Application 75

6. Self-assessment/capstone 100

3. Attendance 150

Total 550

STUDENTS WITH DISABILITIES

Any student requiring accommodations or services due to a disability must contact the Services for Students with Disabilities (SSD) office located in the Student Services Building, room 181 (626-6413). SSD can make arrangements for course materials, including this syllabus, in alternative formats if necessary.

WRITING EXPECTATIONS

Social Work 3800 has among as a primary objectives the improvement of students’ writing and analytical skills. Spelling, grammar, coherent writing, and adherence to APA writing style guidelines will be a consideration on all assignments. Students are required to use and become familiar with the Publication Manual of the American Psychological Association and encouraged to make use of the free services of the Writing Center located in Elizabeth Hall, room 210 (626-6463).

PLAGIARISM

Plagiarism is the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one's own original work. Students are encouraged to work together. However, copying another person’s work, past or current, without proper referencing is grounds for expulsion from Weber State University.

LATE WORK

All work is expected to be completed and turned in on or before the day it is due. If you anticipate being absent from class, you are welcome to complete and turn in work before it is due. If you miss class, it is your responsibility to check with fellow students or the instructor to get assignments that may be due the following week. Twenty percent (20%) will be deducted from the score on any assignment received after the due date. NO work will be accepted after the last day of the semester.

CLASSROOM RULES

1. Self-disclosure is often an important part of the learning process and can lead to valuable personal insight. To encourage the learning process, all personal disclosures made in class will be respected, will be held in confidence by all others, and will not be repeated outside of the classroom.

2. Though individual participation is strongly encouraged, each student has the right to choose not to participate in class discussion or exercise.

3. No question will be considered silly or stupid if asked seriously. Putdown comments are not allowed.

4. All feelings and opinions are valid, even negative ones. Although these feelings will differ from person to person, all feelings will be respected.

5. When referring to someone’s partner, the use of non-heterosexist terms is preferred (e.g. mate, significant other, lover, or partner rather than husband, wife, etc.).

6. Cell phones and pagers will be turned off during class time. Phones that ring during class will be answered by the instructor.

7. Classroom rules apply to both students and the instructor.

TOPICAL OUTLINE - TENTATIVE

WEEK DATE TOPIC READINGS

1 Introduction to course; introduction to professional communication Chapter 1

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2 General writing skills; ethical issues in writing Chapter 7

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3 Communicating about self; resume writing Chapters 2, 3

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4 Inner-office, intra-agency, and external communication; letter writing; casenotes/documents Chapters 4, 5

**RESUME HOMEWORK ASSIGNMENT DUE (T)**

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5 APA basics Chapter 7

**LETTER HOMEWORK ASSIGNMENT DUE (T)**

6 Library resources Chapter 6

7 Professional journals; research papers Chapter 8

8 Research papers Chapter 9

9 Research papers; research paper workshop Chapter 10

**RESEARCH PAPER DRAFT DUE (T)**

10 Grants; elements of grant writing Chapter 11

**RESEARCH FINAL PAPER DUE (T)**

11 Grants; grant writing workshop Chapter 12

**GRANT WRITING DRAFT DUE (T)**

12 Self-assessment; applications Chapter 13

**GRANT WRITING FINAL DUE (T)**

13 Capstone Chapter 14

14 Capstone; capstone workshop Chapter 15

**SELF-ASSESSMENT/CAPSTONE DRAFT DUE (T)**

15 Wrap-up Chapter 16

**SELF-ASSESSMENT/CAPSTONE FINAL DUE (T)**