The ‘practice’ of close reading and writing in social work education

Authors

  • Miriam Jaffe Rutgers University

DOI:

https://doi.org/10.1558/wap.37454

Keywords:

Close Reading, Connective Thinking, Clinical Practice

Abstract

While social work educators have explored strategies to improve literacy development among their students, many educators continue to strive for a better integration of effective reading and writing skills. This article presents the findings of a survey that used qualitative research methods to assess the outcomes of a doctorate in social work program that employed a specialist in composition. Doctorate in social work students reported on the skill of ‘close reading’ as it related to their own writing, practice, university teaching, and field supervision. Data analysis reveals that these students had not previously learned the close reading skills necessary for strong writing skills. This article extends support for a full integration of close reading as a way to improve writing, clinical mental health practice, and critical thinking skills.

Author Biography

Miriam Jaffe, Rutgers University

Miriam Jaffe, Assistant Teaching Professor, Rutgers University Writing Programme, Rutgers University, Highland Park, NJ, USA.

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Published

2021-03-17

How to Cite

Jaffe, M. (2021). The ‘practice’ of close reading and writing in social work education. Writing and Pedagogy, 12(1), 139–156. https://doi.org/10.1558/wap.37454

Issue

Section

Research Matters