TEXAS A&M UNIVERSITY – CENTRAL TEXAS SOCIAL WORK DEPARTMENT

SWKK485, Seminar: Improving Writing as a Professional Social Worker

Monday and Wednesday, 11:00 AM to 1:30 PM, Room 304 Warrior Hall

Semester: / Summer 2015
Instructor’s Name: / Claudia Rappaport, PhD, ACSW, MSSW
Office Room Number: / 420D Warrior Hall
Office Phone: / (254) 519-5432
E-Mail: /
Office hours: / Monday through Thursday, 2:00 to 4:30 PM
Other times available by request. If I am in my office, walk-in visits by students are welcomed.

.COURSE DESCRIPTION

Catalog Description: Intensive studies of current trends and issues related to professional social work practice, social service delivery, and populations at risk.

Prerequisites: None. This course is designed for social work students who want to strengthen their writing skills as professional social workers, working on various aspects of writing that students need to improve most.

Note: The handouts for this course are available through Blackboard Online Learning at tamuctblackboard.com. Be sure you are able to access Blackboard to get access to those reading assignments.

For assistance, contact Information Technology Services at 254-519-5426

II. NATURE OF COURSE

Social work is a field of practice that places heavy demands for professional-quality writing skills. On a regular basis, social workers are required to write client assessments, home studies, progress notes, correspondence and emails, diagnostic reports, intervention plans, court documents, community needs assessments, requests for grant or community funding, monthly and annual service reports, and many other types of documentation. It is essential that all social workers develop skills at expressing themselves effectively and accurately in writing so their passion for their profession can be undiminished and so their professional goals can be achieved. Written work that is poorly done and read by other people casts a negative impression on the social worker’s competence and knowledge, which makes it more difficult for the social worker to achieve his/her professional goals and achieve a reputable standing in the field. This course will work to improve each student’s ability to write as a professional social worker.

Teaching Method: The primary teaching approach in this course will be collaborative and active learning. Material in the course will be presented through interactive class discussions based on reading assignments, classroom exercises, videotapes, and written assignments.

  1. PROGRAM MISSION

The mission of the Tarleton State University Social Work Program is to respond to the diverse needs of multicultural communities, with an emphasis on service to the Hispanic, military, and rural populations in north and central Texas. The program prepares competent and effective generalist social work practitioners who are committed to enhancing the well-being of marginalized and oppressed populations, utilizing the profession’s core values, such as service, dignity and worth of the individual, social and economic justice, and recognizing the importance of human relationships.

  1. COURSE OBJECTIVES AND RELATAED CSWE PRACTICE BEHAVIORS

This course provides content that helps prepare you, the generalist social work student, to engage in the following CSWE competencies and related practice behaviors:

  1. Identify as a professional social worker and conduct oneself accordingly. b. Practice personal reflection and self-correction to assure continued professional development. (2.1.1b)
  2. Apply social work ethical principles to guide professional practice. a. Recognize and manage personal values in ways that allow professional values to guide practice. (2.1.2a) b. Apply strategies of ethical reasoning to arrive at principled decisions. (2.1.2d)
  3. Apply critical thinking to inform and communicate professional judgments. b. Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, and communities. (2.1.3b)
  4. Apply knowledge of human behavior in the social environment. b. Critique and apply knowledge to understand person and environment. (2.1.4b)

The objectives for this course that support the CSWE-related practice behaviors are:

  1. Students will be able to describe the ways in which their ability to write professionally reflects on their identity as competent, professional social workers.
  2. Students will utilize critical thinking to analyze their own writing skills as well as the writing skills of fellow students and the professor, and critical thinking will also be utilized as they improve their writing skills.
  3. Students will employ skills in how to discuss elements of human behavior and the social environment in their writing about other people’s life situations. While watching videos about people’s lives and stresses, they will strengthen their ability to assess and understand individuals’ and families’ living situations.
  4. Students will master the basics of composition, grammar, and punctuation and how to use them to maximize their ability to communicate effectively and professionally in writing. They will learn the most common types of writing errors and will master the ability to avoid those errors in their own writing.
  5. Students will master strategies for strengthening the professional language used in their written work, including use of People First Language, remaining non-judgmental in language and tone, avoiding slang and colloquialisms, avoiding language that would be perceived as offensive or biased by any group of people, and writing clearly so that non-social workers can also understand what they write. This appropriate use of language will be consistent with their identification as professional social workers and will reflect the guiding principles and Code of Ethics of the social work profession.

The following table shows the relationships between: (a) the course objectives, (b) the CSWE-related practice behaviors, and (c) the assignments used to assess students’ ability to fulfill the objective related to the practice behavior.

A. Objectives (by the completion of the course, it is expected that you will be able to …) / B. CSWE-related practice behaviors (this is the practice behavior that the objective supports) / C. Course assignment (this is the assignments used to assess your ability to fulfill the objective related to the practice behavior)
Students will be able to describe the ways in which their ability to write professionally reflects on their identity as competent, professional social workers. / 2.1.1b / Essay #1
Class discussions
Students will utilize critical thinking to analyze their own writing skills as well as the writing skills of fellow students and the professor, and critical thinking will also be utilized as they improve their writing skills. / 2.1.1b
2.1.3b / Essays
Writing correction exercises
Final exam
Class discussions
Students will employ skills in how to discuss elements of human behavior and the social environment in their writing about other people’s life situations. While watching videos about people’s lives and stresses, they will strengthen their ability to assess and understand individuals’ and families’ living situations. / 2.1.1b
2.1.3b
2.1.4b / Essays
Writing correction exercises
Final exam
Class discussions
Students will master the basics of composition, grammar, and punctuation and how to use them to maximize their ability to communicate effectively and professionally in writing. They will learn the most common types of writing errors and will master the ability to avoid those errors in their own writing. / 2.1.1b
2.1.3b / Essays
Writing correction exercises
Final exam
Class discussions
Students will master strategies for strengthening the professional language used in their written work, including use of People First Language, remaining non-judgmental in language and tone, avoiding slang and colloquialisms, avoiding language that would be perceived as offensive or biased by any group of people, and writing clearly so that non-social workers can also understand what they write. This appropriate use of language will be consistent with their identification as professional social workers and will reflect the guiding principles and Code of Ethics of the social work profession. / 2.1.1b
2.1.2a
2.1.2d
2.1.3b
2.1.4b / Essays
Writing correction exercises
Final exam
Class discussions

V.COURSE REQUIREMENTS

  1. REQUIRED TEXT AND MATERIALS:

There is no textbook for this course. All reading assignments will be accessed through handouts available in Blackboard.

In addition to the textbook and the supplemental handouts, each student MUST bring the following items with them to EVERY class session:

  • A dictionary of their choice
  • Multi-colored pens or pencils (for editing writing exercises in different colors)
  • Packages of loose-leaf WIDE RULE (such as is used by elementary students), not college rule, paper (using wide-rule paper will leave space for making corrections in various writing exercises).
  • Students are NOT to use white-out or other types of erasers during writing exercises as the professor always needs to be able to see what editorial changes the student has made to their writing

B.FINAL GRADES

A total of 10,000 points can be earned from the course assignments, as follows:

Course Assignment / Percentage of final grade / Total possible points
Writing Corrections Exercises (10 of them) / 20% / 2,000
Essay on Why Writing Skills are Important in Social Work / 5% / 500
No Arms Needed Essay #1 / 5% / 500
No Arms Needed Essay #2 / 10% / 1,000
Normal Essay #1 / 5% / 500
Normal Essay #2 / 5% / 500
Normal Essay #3 / 10% / 1,000
Normal Essay #4 / 10% / 1,000
Final Exam – Take home portion / 5% / 500
Final Exam – video essay portion / 10% / 1,000
Attendance / 5% / 500
Class Participation in discussions / 10% / 1,000
Totals / 100% / 10,000
(Total ÷ 100 = final grade)

Points and Corresponding Grades for individual assignments are based on the following:

A+: 100 points A: 95 points A-: 90 points

B+: 88 points B: 85 points B-: 80 points

C+: 78 points C: 75 points C-: 70 points

D+: 68 points D: 65 points D-: 60 points F – 59 points or less

Example: A test worth 15% of the grade, on which a student earned a B+, would give 1,320 points toward the final grade (88 x 15 = 1,320). Final Class Grades are based on the following:

A: 90 to 100 (9,000 to 10,000 points)

B: 89 to 80 (8,900 to 8,000 points)

C: 79 to 70 (7,900 to 7,000 points)

D: 69 to 60 (6,900 to 6,000 points)

F: 59 or less (5,900 points or less)

C.COURSE ASSIGNMENTS

The following activities will be completed and graded during the semester.

  1. Writing Correction Exercises (20% of final grade)

There will be ten Writing Correction Exercises utilized to help students improve their writing skills as professional social workers. Each assignment will consist of several badly written sentences on social work topics, and students will need to rewrite the sentences to reflect more appropriate professional language and correct usage of composition, grammar, punctuation, and spelling. At the end of the course, the student’s average grade on the ten assignments will constitute 20% of their final grade in the course.

2. Essay on Why Writing Skills are Important in Social Work (5% of final grade)

On the first day of class, students will write a short essay discussing why writing skills are important in the practice of professional social work. The grade on the final version of this essay will make up 5% of the student’s final grade in the course.

  1. Two Essays on the video “No Arms Needed” (5% and 10% of final grade respectively)

Students will write two different essays on the video “No Arms Needed”. The first essay will be written after watching the first half of the video, and the second essay will be written after the entire video has been viewed. The grades on those two essays will make up a total of 15% of the student’s final grade in the course.

  1. Four Essays on the movie “Normal” (30% of final grade total)

Students will write a total of four essays on the movie “Normal”, with each essay being written after viewing a certain portion of the movie, and then the final essay being written after having viewed the entire movie. The grades on those four essays will make up a total of 30% of the student’s final grade in the course.

Note: For each of the aforementioned essays, a process will be utilized during their completion. Following class discussion and/or the showing of part of a movie, the student will write the first draft of their essay and turn it in. When Dr. Rappaport “grades” the initial drafts, she will tell students how many errors they have made, but she will not correct the errors for them. Through a combination of individual work, working with peers and Dr. Rappaport in class, and class discussion, students will make corrections and improvements to their essays and will turn them in again. The final version of each essay will then be graded by Dr. Rappaport, and when they are returned, students will have the opportunity to ask questions about the reasons for any corrections Dr. Rappaport made. It is only the final versions of the essays that will actually be graded.

For each essay, 50% of the grade will be based on content (clarity of the thesis of the essay, how well the student is able to utilize self-reflection in responding to the topic of the essay, etc.) and 50% of the grade will be based on the number of errors in composition, punctuation, spelling, and grammar, based on the following:

0-3 errors = A+ / 4-6 errors = A
7-9 errors = A- / 10-12 errors = B+
13-15 errors = B / 16-18 errors = B-
19-21 errors = C+ / 22-24 errors = C
25-27 errors =C- / 28-30 errors = D+
31-33 errors = D / 34-36 errors = D-
37 errors or more = F

5. Final Exam (15% of final grade in two parts that are 5% and 10% each))

The first part of the final exam will be a take-home test that consists of having the student proof-read and correct badly written sentences, utilizing everything they have learned about writing from the course. These will be similar to the Writing Correction Exercises the students have been completing throughout the course. For the second part of the final exam, students will watch a movie on the final day of class. They will then write an essay in class responding to the movie; they can write on any topic of their choice in response to the movie. During the final exam, the student can use the class handouts and their dictionary as aids, but they cannot use feedback from their peers.

In an emergency that keeps a student from being able to attend class on the day the final exam is given, the student is responsible for contacting the professor in advance to see what arrangements, if any, can be made to make up the test early. It cannot be taken later since the exam is being given on the last day of class.

6. Class Participation (10% of grade)

Your professor has an interactive teaching style and expects every student to be an active participant in class. An old Chinese proverb says, “Tell me and I will forget–Show me and I may remember–But involve me and I will understand.” This is more important in this class than in any other; you will learn more about writing if you participate in the exercises and get feedback about errors you are making. Ask questions, remembering that there is no such thing as a stupid question. There will be many instances in which students are invited to go to the whiteboard and write a sentence you think might be incorrect to get feedback from fellow students and the professor about how to improve it. Everyone struggles with their writing; do not be too embarrassed to participate in this way!

Your class participation grade will be determined by how much you talked during class sessions and by whether your contributions added to the quality of the class sessions. The professor also reserves the right to call on students in class if they are not participating regularly in the discussions. Each day a student will earn between 0 and 3 participation points; the points will be totaled at the end of the semester, and grades will be determined based on the student’s total number of points compared to the points of all the other students in the class.

7. Class Attendance (5% of final grade)

Students are expected to be present for every scheduled class session. If you are unable to avoid missing a class, you must email the professor before the class period to explain the absence if you want it to be considered an excused absence. Every unexcused (or unexplained) absence will affect this portion of your grade. For example, an illness, doctor appointment, or funeral of a family member is an excused absence; the professor also allows one day’s absence if a deployed significant other returns home. You need to email about every absence from class; for example, if you were sick both days of the week, one email for the first day will not suffice as the professor will not assume that you were still sick on the second day. The professor will review other types of absences to determine how unavoidable they were; not being able to leave work is NOT an excused absence. If your work schedule will not permit you to attend this class on a predictable basis, you should not be enrolled in the class.

Students must be present when class begins and are expected to remain until class is dismissed; students are not allowed to arrive late. (See the Code of Conduct for further details.)

The following shows the degree to which unexcused absences will impact your attendance grade. Note: Since the

summer session has fewer class periods than a regular semester, each unexcused absence has a bigger impact on the attendance grade.