Abstract and Keywords
Although writing is a difficult process, teaching writing may be equally difficult. Anecdotal faculty observations imply, and national data verify, that student writing is problematic. Research has shown that having a class that requires 40 pages of weekly reading and 20 pages of writing is associated with better student writing. APA undergraduate major guidelines also stress the importance of writing. It seems clear that relegating writing instruction to a small number of courses is not a viable strategy. The author advocates a developmental approach to writing throughout the undergraduate psychology major such that students write in small doses early in their careers, gradually working up to full APA-style research reports. He provides suggestions for writing assignments in beginning, intermediate, and advanced psychology courses.
Keywords: collegiate learning assessment, critical thinking, developmental approach to writing, guidelines for the undergraduate psychology major, reading/writing requirements, writing, “writing across the major”, writing courses, writing instruction
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