Social Work Social Work MSWI Reading & Writing MSWI Reading & Writing

WorkshopWorkshop

Thursday, September 3, 2009Thursday, September 3, 2009Teiahsha Bankhead, PhD, LCSWTeiahsha Bankhead, PhD, LCSW

Building on the work of Building on the work of Susan Eggman, PhD, MSWSusan Eggman, PhD, MSW

What are some of the values of What are some of the values of social work?social work?

Equity-buildingEquity-building

Human rightsHuman rights

Increasing accessIncreasing access

Challenging oppression, Challenging oppression, marginalization & marginalization & disenfranchisementdisenfranchisement

Freedom fightingFreedom fighting

Challenging stereotypesChallenging stereotypes

dignity welfare

diversity

social justice

Why have a writing workshop for MSW students?Why have a writing workshop for MSW students?

To underscore the importance To underscore the importance of writing of writing

Pause to think about writing Pause to think about writing style, techniques, process, style, techniques, process, quality of outcomequality of outcome

Requested by practice Requested by practice communitycommunity

Grade inflation can allow for Grade inflation can allow for poor writing poor writing

Writing as a tool to social justiceWriting as a tool to social justice

Finding your voiceFinding your voice Learning how to use Learning how to use

literature to support literature to support your ideasyour ideas

Remaining open to Remaining open to having your ideas having your ideas changed or challenged changed or challenged based on databased on data

A powerful vehicle for A powerful vehicle for transformationtransformation

Exercise 1Exercise 1

Read the handout and tell me what is Read the handout and tell me what is important…important…

What are your purposes for reading?What are your purposes for reading?

What do you do when you read?What do you do when you read?

Generate ideas for writingGenerate ideas for writing Build vocabularyBuild vocabulary Understand different viewpointsUnderstand different viewpoints Draw inferencesDraw inferences Understand structure and models of topicUnderstand structure and models of topic Develop writing skills through modelingDevelop writing skills through modeling Find main ideas and argumentsFind main ideas and arguments Learn new informationLearn new information Are convinced, persuadedAre convinced, persuaded Apply issues to new content Apply issues to new content Vicarious experienceVicarious experience

Reading ProcessReading Process Pre-ReadPre-Read

Activate schema – prior knowledgeActivate schema – prior knowledge Survey textSurvey text Background info. – author, context, timeBackground info. – author, context, time Identify purposes for reading materialIdentify purposes for reading material Determine “how to” readDetermine “how to” read

ReadingReading More focus on text as a wholeMore focus on text as a whole With purpose in mindWith purpose in mind Use appropriate “active reading” strategiesUse appropriate “active reading” strategies General comprehensionGeneral comprehension Connect to personal experienceConnect to personal experience

Re-readingRe-reading Focus on details related to purposeFocus on details related to purpose Find clarificationFind clarification Reconsider the info.Reconsider the info. Connect to other ideasConnect to other ideas

Creating Creating GoodGood Reading Habits Reading Habits

Acknowledge different types of reading for Acknowledge different types of reading for different purposesdifferent purposes

Know the purpose of reading assignments Know the purpose of reading assignments and read accordinglyand read accordingly

Read for pleasureRead for pleasure SkimSkim Major argumentsMajor arguments Specific informationSpecific information In-depth engagementIn-depth engagement

Allocate time for the process of readingAllocate time for the process of reading

What is a literature review?What is a literature review?

It can be different things to different people It can be different things to different people at different timesat different times

It can stand aloneIt can stand alone

It can be part of a larger paperIt can be part of a larger paper

It can be something you do out of curiosityIt can be something you do out of curiosity

Why is writing a literature review often Why is writing a literature review often viewed as difficult or mysterious?viewed as difficult or mysterious?

There is not one way to complete itThere is not one way to complete it

There is no formulaThere is no formula

You may approach it from many different anglesYou may approach it from many different angles

How it is organized depends upon the content, main How it is organized depends upon the content, main points and argument of the piecepoints and argument of the piece

Often not taught to undergraduates, but expected of Often not taught to undergraduates, but expected of graduate studentsgraduate students

What does a literature review do?What does a literature review do?

Provides background to a problem & explains the Provides background to a problem & explains the relationship between previous & current studiesrelationship between previous & current studies

Places research in historical & theoretical context Places research in historical & theoretical context Identifies risk factors, problems, current trends & Identifies risk factors, problems, current trends &

debates in fielddebates in field Gives direction to the project (recent work cited)Gives direction to the project (recent work cited) Allows author to contribute new knowledge by analysis Allows author to contribute new knowledge by analysis

and synthesis of primary worksand synthesis of primary works Requires use of libraries – subscriptions & limitations of Requires use of libraries – subscriptions & limitations of

web – (interlibrary loan, reference librarian)web – (interlibrary loan, reference librarian) Depends on search methods – synonyms & key words – Depends on search methods – synonyms & key words –

relevant article subject headings – use in subsequent relevant article subject headings – use in subsequent searchessearches

What do we hope to accomplish in What do we hope to accomplish in the literature review?the literature review?

Formal systematic search of Formal systematic search of the literaturethe literature

Mental work – cognitive Mental work – cognitive processingprocessing

Generate useful knowledge - Generate useful knowledge - Make a contribution to Make a contribution to knowledge by analyzing and knowledge by analyzing and synthesizing existing work synthesizing existing work

Gain knowledgeGain knowledge

Determine what has been Determine what has been written about a topicwritten about a topic

Clearly present and critique Clearly present and critique existing findingsexisting findings

Build on existing findings & Build on existing findings & point out why and how your point out why and how your paper adds a unique paper adds a unique perspectiveperspective

Goal – to constantly refine and Goal – to constantly refine and develop and evolve the develop and evolve the research community’s body of research community’s body of knowledge in any given areaknowledge in any given area

Steps to Completing Steps to Completing Writing AssignmentsWriting Assignments

Choose a topicChoose a topic Narrow the topicNarrow the topic Research the topicResearch the topic

Reading related manuscriptsReading related manuscripts Organize your literature Organize your literature

Group themed findings togetherGroup themed findings together Analyze & critique the findingsAnalyze & critique the findings

Conceptualize the paperConceptualize the paper Plan the main points & thrust of the paperPlan the main points & thrust of the paper What is your central argument and how do you prove What is your central argument and how do you prove

it?it?

Conceptualization Exercise 2Conceptualization Exercise 2

Assignment: Assignment: Write a paper about which consequences of Write a paper about which consequences of

the current economic crisis have the greatest the current economic crisis have the greatest impact on low income, marginalized and impact on low income, marginalized and vulnerable people.vulnerable people.

What are these consequences and how would What are these consequences and how would you go about writing a paper about them?you go about writing a paper about them? Break into groups of 10 and without words show us Break into groups of 10 and without words show us

what your paper would be aboutwhat your paper would be about

Process for Clarity in Writing Process for Clarity in Writing

What is the assignment?What is the assignment?

Clarify the purpose and scopeClarify the purpose and scope

Number of references?Number of references?

Number of pages? Number of pages?

APAAPA

Example of Writing CriteriaExample of Writing Criteria

Effective use of knowledge: the integration of concepts, theories, models, Effective use of knowledge: the integration of concepts, theories, models, and information from readings, lectures, and class discussions is used in a and information from readings, lectures, and class discussions is used in a way that demonstrates internalization.way that demonstrates internalization.

Appropriate inclusion of personal points of view along with rationale, logic, Appropriate inclusion of personal points of view along with rationale, logic, and examples: generalization of ideas, observations, concepts, and and examples: generalization of ideas, observations, concepts, and experiences are carefully supported with empirical data, conceptual work experiences are carefully supported with empirical data, conceptual work generated by authors, practitioners, or researchers, and/or original thoughts.generated by authors, practitioners, or researchers, and/or original thoughts.

Organization:  thesis in introduction, smooth relationship between ideas and Organization:  thesis in introduction, smooth relationship between ideas and between paragraphs, clear overall structure,  and integrative concluding between paragraphs, clear overall structure,  and integrative concluding section. Careful planning is evident in the organization.section. Careful planning is evident in the organization.

Clarity: syntax, grammar, punctuation, and spelling. Sentences and Clarity: syntax, grammar, punctuation, and spelling. Sentences and paragraphs are clear, unified, and coherent.paragraphs are clear, unified, and coherent.

References in appropriate format (use of APA format).References in appropriate format (use of APA format).

Problem StatementProblem Statement

What is the difficult situation, item, What is the difficult situation, item, relationship or issue for which more relationship or issue for which more knowledge is needed?knowledge is needed?

What do you know about it? What do you know about it?

How can we know more?How can we know more?

Provide a roadmap to your literature reviewProvide a roadmap to your literature review

NarrowingNarrowing your research topic…your research topic…

Sharpen the questionSharpen the question

Is the question about who, Is the question about who, what, where, why or when?what, where, why or when?

What are the variables or What are the variables or factors under factors under consideration?consideration?

Be specific, relevant & Be specific, relevant & reasonable for the field?reasonable for the field?

Targeting the populationTargeting the population

Activity or practiceActivity or practice GenderGender AgeAge Race/ethnicityRace/ethnicity RegionRegion Program/agencyProgram/agency Sexual orientationSexual orientation Ability/disabilityAbility/disability IllnessIllness

A frameworkA framework

Decide on a topicDecide on a topic Begin your searchBegin your search Narrow your topicNarrow your topic SearchSearch ConceptualizeConceptualize Assess the literatureAssess the literature OrganizeOrganize SynthesizeSynthesize SummarizeSummarize

Do what you need to do …Do what you need to do …

MeditateMeditate Think quietlyThink quietly Write a zero draftWrite a zero draft Engage in challenging Engage in challenging

spirited dialoguespirited dialogue Draw it outDraw it out Act it outAct it out BECOME CRYSTAL BECOME CRYSTAL

CLEARCLEAR – about what you – about what you want to saywant to say

Critically analyzing the literatureCritically analyzing the literature What is the research problem addressed in this article? Is the design (qualitative, What is the research problem addressed in this article? Is the design (qualitative,

quantitative, or mixed) appropriate for the question? quantitative, or mixed) appropriate for the question?

What are the variables in this study? How are they operationally defined? Are these What are the variables in this study? How are they operationally defined? Are these definitions sensible and appropriate? definitions sensible and appropriate?

What is the population of interest in this study? What is the sampling frame? Are the What is the population of interest in this study? What is the sampling frame? Are the subjects used in the study representative of the population of interest? subjects used in the study representative of the population of interest?

What, if any, are the potential problems with the data collection and analysis procedures What, if any, are the potential problems with the data collection and analysis procedures used? used?

Does the research problem apply to diverse groups of people and populations at risk? Does the research problem apply to diverse groups of people and populations at risk? Were the methods used ethical and sensitive to the inclusion of disenfranchised Were the methods used ethical and sensitive to the inclusion of disenfranchised populations? populations?

What conclusions does the author make on the basis of the study? Does the author What conclusions does the author make on the basis of the study? Does the author discuss implications for social work practice? discuss implications for social work practice?

Are the conclusions and implications reasonable, based on the findings of the study? Are the conclusions and implications reasonable, based on the findings of the study? Why or why not?Why or why not?

Common Pitfalls in Literature Review WritingCommon Pitfalls in Literature Review Writing

Poor conceptualization – piece not thought Poor conceptualization – piece not thought throughthrough

Taking on too much at once – (i.e. you can Taking on too much at once – (i.e. you can do do anythinganything but not but not everything at once)everything at once)

Poor organization, opening sentence or Poor organization, opening sentence or thesis statementthesis statement

Too broad, too general and lacking depthToo broad, too general and lacking depth

Formulaic writingFormulaic writing

Fragmented flow of ideasFragmented flow of ideas

Colloquial vs. scholarly languageColloquial vs. scholarly language

Poor use of references or poor referencesPoor use of references or poor references

Inaccurate or biased assumptions used as Inaccurate or biased assumptions used as factsfacts

Anxiety that stifles creativityAnxiety that stifles creativity

What do you mean by poor use of references?What do you mean by poor use of references?

GeneralGeneral InaccurateInaccurate Overuse of a single referenceOveruse of a single reference Overuse of direct quotesOveruse of direct quotes Use of ideas of author’s for which they Use of ideas of author’s for which they

have not received credithave not received credit Ideas inappropriately referencedIdeas inappropriately referenced Annotated bibliographyAnnotated bibliography

Examples of good and bad reference use Examples of good and bad reference use – Depending on purpose– Depending on purpose

In one study, over 900,000 elders were found to have evidence of In one study, over 900,000 elders were found to have evidence of physical abuse     (author, year). Another study reported that physical abuse     (author, year). Another study reported that “perhaps millions of elders are suffering physical abuse” (author, “perhaps millions of elders are suffering physical abuse” (author, year, page number). The National Center for Elder Abuse indicates year, page number). The National Center for Elder Abuse indicates that there were 6,000 cases of abuse annually including 4,000 that there were 6,000 cases of abuse annually including 4,000 physical, 1,500 financial, 400 emotional, and 100 sexual (year). physical, 1,500 financial, 400 emotional, and 100 sexual (year).

  Instead, synthesize the multiple sources: Instead, synthesize the multiple sources:

        Over a million cases of elder abuse were reported to elder abuse Over a million cases of elder abuse were reported to elder abuse hotlines nationally in 2005, and the majority of abuse reported was hotlines nationally in 2005, and the majority of abuse reported was physical (author, year; author, year; author, year). physical (author, year; author, year; author, year).

How do you know when a paper is in How do you know when a paper is in good enough shape to turn it in?good enough shape to turn it in?

Well doneWell done IntegratedIntegrated Synthesized – use of multiple Synthesized – use of multiple

authors referenced in a authors referenced in a sentencesentence

ConvincingConvincing Appropriately critiques and Appropriately critiques and

challenges existing workschallenges existing works Provides detailsProvides details Lead the reader through a Lead the reader through a

logical sequence of ideaslogical sequence of ideas Well organized, w/ref. to Well organized, w/ref. to

begin., mid., endbegin., mid., end Impeccable grammarImpeccable grammar Makes senseMakes sense

Poorly donePoorly done

FragmentedFragmented DisjointedDisjointed Leaves gaps in argumentLeaves gaps in argument Encourages debate for which Encourages debate for which

there is no responsethere is no response Assumes literature is Assumes literature is

comprehensive and correct all comprehensive and correct all the timethe time

GeneralGeneral Illogical presentation of ideasIllogical presentation of ideas Poor grammarPoor grammar Doesn’t make senseDoesn’t make sense

PlagiarismPlagiarism

The word “plagiarize” is defined by The word “plagiarize” is defined by Merriam-Webster’s Dictionary as: “to steal Merriam-Webster’s Dictionary as: “to steal and pass off (the ideas or words of and pass off (the ideas or words of another) as one’s own: use (another’s another) as one’s own: use (another’s production) without crediting the source; to production) without crediting the source; to commit literary theft: present as new and commit literary theft: present as new and original an idea or product derived from an original an idea or product derived from an existing source” (2006).existing source” (2006).

REFERENCES ARE YOUR REFERENCES ARE YOUR FRIENDSFRIENDS

Take care of your referencesTake care of your references

ORGANIZE YOUR REFERENCES ORGANIZE YOUR REFERENCES EARLY AND OFTENEARLY AND OFTEN

Hierarchical Value of Hierarchical Value of Scholarly ReferencesScholarly References

Rated on objectivityRated on objectivity Scrutiny – levels of outside reviewScrutiny – levels of outside review Originality – primary vs. secondaryOriginality – primary vs. secondary

****************************************************************1.1. Peer reviewed journal articles – narrow and currentPeer reviewed journal articles – narrow and current2.2. Government reports & documents – large & not user friendlyGovernment reports & documents – large & not user friendly3.3. Chapters in edited book – secondary dataChapters in edited book – secondary data4.4. Researched manuscript – biased w/o peer reviewResearched manuscript – biased w/o peer review5.5. Edited book – biased, secondaryEdited book – biased, secondary6.6. Newspaper article – NY Times, LA Times, Washington Post – Newspaper article – NY Times, LA Times, Washington Post –

conceptualization is narrow, not scholarly, reactionaryconceptualization is narrow, not scholarly, reactionary7.7. Books – lack peer review, secondary analysisBooks – lack peer review, secondary analysis

****************************************************************** Popular periodicalsPopular periodicals Personal testimonyPersonal testimony

How do you best use How do you best use references?references?

1.1. Group common themesGroup common themes2.2. Critique – Critique –

1.1. MethodsMethods2.2. FindingsFindings3.3. SampleSample4.4. Time periodTime period5.5. PurposePurpose6.6. Assumptions Assumptions 7.7. GapsGaps

3.3. Reduce / eliminate use of direct quotesReduce / eliminate use of direct quotes

Examples of proper use of APA style Examples of proper use of APA style references in a sentencereferences in a sentence

1.1. ……(Cox, 2007).(Cox, 2007).

2.2. ……(Cox, 2007; Jones, 2003).(Cox, 2007; Jones, 2003).

3.3. ……(Cox, 2007, p. 126).(Cox, 2007, p. 126).

4.4. ……(Cox, Om & Takaki, 2003) (Cox, Om & Takaki, 2003) then (Cox et al., 2003).then (Cox et al., 2003).

1.1. Single authorSingle author2.2. Two authors in a single Two authors in a single

sentence, alphabetical sentence, alphabetical orderorder

3.3. Direct quote, page Direct quote, page numbernumber

4.4. List all authors first time List all authors first time mentioned in an article. mentioned in an article. If more than two, in If more than two, in future refs., use first future refs., use first author, et al.)author, et al.)

APA References in BibliographyAPA References in Bibliography An article in a scholarly journalAn article in a scholarly journal

Thighs, C. G. (2005, June). War, rivalry, and state building in Latin America. Thighs, C. G. (2005, June). War, rivalry, and state building in Latin America. American American Journal of Political Science, 49Journal of Political Science, 49(3), 451-466.(3), 451-466.

A book with more than one authorA book with more than one author

Miller, P. M. & Wilson, M. J. (1983). Miller, P. M. & Wilson, M. J. (1983). A dictionary of social science methodsA dictionary of social science methods. New York: . New York: Wiley.Wiley.

An edited bookAn edited book

Braithwaite, W. & Bottomore, T. (Eds.). (1993). Braithwaite, W. & Bottomore, T. (Eds.). (1993). The Blackwell dictionary of twentieth-The Blackwell dictionary of twentieth-century social thoughtcentury social thought. Cambridge, MA: Blackwell Reference.. Cambridge, MA: Blackwell Reference.

Web page, no publication date, date retrieved and URL – Uniform resource locatorWeb page, no publication date, date retrieved and URL – Uniform resource locator

United States Sentencing Commission (n.d.). United States Sentencing Commission (n.d.). 1997 Sourcebook of federal sentencing 1997 Sourcebook of federal sentencing statisticsstatistics. . Retrieved December 8, 1999, from Retrieved December 8, 1999, from http://www.ussc.gov/annrpt/1997/sbtoc97.htmhttp://www.ussc.gov/annrpt/1997/sbtoc97.htm

References & GuidesReferences & Guides

APA Publication ManualAPA Publication Manual Student Writing HandbookStudent Writing Handbook Elements of StyleElements of Style www.csus.edu/writingcenterwww.csus.edu/writingcenter Division of Social Work – tutorsDivision of Social Work – tutors Student peersStudent peers Core facultyCore faculty

Keys to Successful Writing in Graduate SchoolKeys to Successful Writing in Graduate School

Be Be criticalcritical of your own work of your own work

Write and Write and rewriterewrite – walk away – walk away from your work and reread it at from your work and reread it at a later time to assess clarity, a later time to assess clarity, logic and perspectivelogic and perspective

Be organized and clearly Be organized and clearly articulatearticulate the position for which the position for which you are advocatingyou are advocating

Make sure your positions are Make sure your positions are groundedgrounded in data in data

Let your clear Let your clear visionvision be your be your guideguide

Your ideas, beliefs and values Your ideas, beliefs and values may be may be transformedtransformed in in graduate school, so expect this graduate school, so expect this to be true as well for your to be true as well for your writingwriting

Leave enough Leave enough timetime for the for the assignmentassignment

Be careful of your optimism Be careful of your optimism about how long writing takes – about how long writing takes – manage manage timetime

You can get to You can get to “good enough”“good enough” in your writing but a piece of in your writing but a piece of serious intellectual work is serious intellectual work is never really finishednever really finished