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  • Writing-in-the-major

     speakerwriting computerCommunication expectations for psychology students : Writing-in-the-major & presentations

     

     

    Psychology is a “writing-in-the-major” undergraduate program (WIMP). Every psychology course requires that students write; however, the type of writing varies by instructor and course content. By completing the psychology major, students fulfill the “writing emphasis” component of the UW-L general education requirements. Strong communication skills including writing and oral presentation represent key hallmarks of a liberally educated person and comprise one of the American Psychological Associations' goals for the undergraduate major

     APA Style  -  What is required in psychology courses? 

    UW-L psychology instructors will indicate the extent to which your papers must conform to APA style (6th Ed.). Some courses, notably 331 and 451, require a research paper submitted following proscribed APA research paper elements (as if you were going to submit the paper for publications). Many courses will have papers that will require APA referencing style. Some instructors may require APA referencing and a few selected other stylistic elements. Some papers will not require any APA style elements. However, if you have any questions about style elements, it is safest to assume APA 6th edition style and consult with your instructor. 

    Writing and oral expression rubrics

    UW-L's Psychology Department provides feedback to students regarding communication on several key elements:

    I. Ideas                                                          II. Organization                         III. Conventions (mechanics) - WRITTEN  III. Conventions (mechanics) - ORAL 
    • Content accurate and relevant
    • Use of sources/evidence
    • Clarity
    • Transitions
    • Flow
    • Format (audience appropriate) 
    • APA (if required)
    • Spelling
    • Syntax
    ORAL PRESENTATION
  • Eye contact
  • Verbal skills
  • Visual Aids
  • When group projects are required, faculty may also provide feedback on the extent to which the project reflected equity and cohesion among group members.  

     Additional guidance on each of these elements is provided in the two primary documents below:  

    Types of writing - formal and informal
     Formal
    Academic writing reflects papers wherein students demonstrate their knowledge about a specific subject. Instructors provide prompts for students to describe, explain, discuss, analyze, evaluate (and so forth) and the results are papers written for instructors as the sole audience for the work. Many types of reports and papers fall into this category: essay exams, short answers on exams, research projects, book reports, papers that analyze or critique a specific topic, issue or problem, etc. Scholarly writing includes all the types of writing a working scholar might do. The purpose of such writing is to communicate about the ideas, theories, inquiry methods, and research findings of the discipline in the style of the discipline. Types of scholarly writing include journal articles, grant proposals, laboratory reports, field study reports, critical reviews, and scholarly essays. Professional workplace writing includes the writing in which a working professional might engage. Some examples of workplace writing include program proposals, business letters, interoffice memos, reports to co-workers, feasibility studies, program assessments and evaluations, and many different types of writing for lay audiences, such as brochures, pamphlets, guides, instruction sheets, etc. 
     Informal writing-To-learn
    The term "writing-to-learn" refers to informal writing activities intended primarily to facilitate or develop students' understanding and thinking. They can be graded or ungraded – very short or longer. In addition, they are fundamental to helping students write/think in ways that contribute to good formal writing. If, for instance, an instructor has you write your responses to a video, it is giving you a chance to think about the video and process its information in a way that is meaningful to you.