Social Work Writing Social Work Writing WorkshopWorkshopSeptember 4, 2008September 4, 2008Dr. Susan EggmanDr. Susan Eggman

Building on the work of Building on the work of Dr. Teiahsha BankheadDr. Teiahsha Bankhead

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

To underscore the importance of writing To underscore the importance of writing Pause to think about writing style, Pause to think about writing style,

techniques, process, quality of outcometechniques, process, quality of outcome Requested by practice communityRequested by practice community Grade inflation can allow for poor writing Grade inflation can allow for poor writing

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

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

your ideasyour ideas Remaining open to having your ideas Remaining open to having your ideas

changed or challenged based on datachanged or challenged based on data A powerful vehicle for transformationA powerful vehicle for transformation

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

Plagiarism Plagiarism

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).

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?

What is the assignment?What is the assignment?

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

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

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

Explanatory or descriptive?Explanatory or descriptive?

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

Critically analyzing the literatureCritically analyzing the literature What is the research problem addressed in this article? Is the What is the research problem addressed in this article? Is the

design (qualitative, quantitative, or mixed) appropriate for the design (qualitative, quantitative, or mixed) appropriate for the question? question? What are the variables in this study? How are they operationally What are the variables in this study? How are they operationally defined? Are these definitions sensible and appropriate? defined? Are these definitions sensible and appropriate? What is the population of interest in this study? What is the What is the population of interest in this study? What is the sampling frame? Are the subjects used in the study representative sampling frame? Are the subjects used in the study representative of the population of interest? of the population of interest? What, if any, are the potential problems with the data collection What, if any, are the potential problems with the data collection and analysis procedures used? and analysis procedures used? Does the research problem apply to diverse groups of people and Does the research problem apply to diverse groups of people and populations at risk? Were the methods used ethical and sensitive populations at risk? Were the methods used ethical and sensitive to the inclusion of disenfranchised populations? to the inclusion of disenfranchised populations? What conclusions does the author make on the basis of the study? What conclusions does the author make on the basis of the study? Does the author discuss implications for social work practice? Are Does the author discuss implications for social work practice? Are the conclusions and implications reasonable, based on the the conclusions and implications reasonable, based on the findings of the study? Why or why not?findings of the study? Why or why not?

Common Pitfalls in Graduate Student WritingCommon Pitfalls in Graduate Student Writing

Poor conceptualization – piece Poor conceptualization – piece not thought throughnot thought through

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

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

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

Formulaic writingFormulaic writing

Fragmented flow of ideasFragmented flow of ideas

Colloquial vs. scholarly Colloquial vs. scholarly languagelanguage

Poor use of references or poor Poor use of references or poor referencesreferences

Inaccurate or biased Inaccurate or biased assumptions used as factsassumptions used as facts

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 badExamples of good and bad 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

REFERENCES ARE YOUR REFERENCES ARE YOUR FRIENDSFRIENDS

Take Care of your referencesTake Care of your references ORGANZIE YOUR REFERENCES ORGANZIE 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 ordersentence, alphabetical order3.3. Direct quote, page numberDirect quote, page number4.4. List all authors first time List all authors first time

mentioned in an article. If mentioned in an article. If more than two, infuture refs., more than two, infuture refs., use first author, et al.)use first author, et al.)

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

Be critical of your own workBe critical of your own work

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

Be organized and clearly articulate the Be organized and clearly articulate the position for which you are advocatingposition for which you are advocating

Make sure your positions are Make sure your positions are grounded in datagrounded in data

Let your clear vision be your guideLet your clear vision be your guide

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

Leave enough time for the assignmentLeave enough time for the assignment

Be careful of your optimism about hoBe careful of your optimism about ho

long writing takeslong writing takes

You can get to “good enough” in yourYou can get to “good enough” in your

writing but a piece of serious intellectualwriting but a piece of serious intellectual

work is never really finishedwork is never really finished