From pedestal to possibility: Learning scholarly writing using a unique course assignment

Yolanda Griffiths, Brenda Coppard, Helene Lohman

Research output: Contribution to journalReview article

3 Citations (Scopus)

Abstract

Can the experience of interviewing published authors and reflection help developing health care professionals learn about scholarly writing? Students were asked to interview published authors by phone and in person, asking a set of six interview questions designed to give insight into the authors' writing process. Students' reflective assignments based on such interviews were then analyzed. Students identified particular rituals and routines that certain authors used to promote their writing ability, as well as the struggles authors face and their strategies to overcome these problems. After the course assignment, students viewed published authors more realistically as individuals who learned to write in a scholarly manner through experience and skill development. This course assignment is an innovative pedagogical approach to help students understand the process of writing in a scholarly manner and to encourage the professional dissemination of information via scholarly publications.

Original languageEnglish
Pages (from-to)97-100
Number of pages4
JournalJournal of Allied Health
Volume34
Issue number2
StatePublished - Jun 2005

Fingerprint

Learning
Students
Interviews
Ceremonial Behavior
Aptitude
Information Dissemination
Publications
Delivery of Health Care

All Science Journal Classification (ASJC) codes

  • Public Health, Environmental and Occupational Health

Cite this

From pedestal to possibility : Learning scholarly writing using a unique course assignment. / Griffiths, Yolanda; Coppard, Brenda; Lohman, Helene.

In: Journal of Allied Health, Vol. 34, No. 2, 06.2005, p. 97-100.

Research output: Contribution to journalReview article

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