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University of UtahCollege of Social Work

Bachelor of Social Work Program

SW 4444: Advanced SW Writing (3 credit hours)

Instructor: Lena Al-Rayess, M.Ed Office Number: 801-581-4428Email Address: [email protected] Office: 335Office Hours: By appointment

Suggested MaterialsWriting Well in the 21st Century: The Five Essentials by Linda Spencer Available online for free through the Marriott Library Publication Manual of the American Psychological Association, Sixth Edition

Course DescriptionProfessional writing is an integral part of the Social Work profession. This course will offer students an opportunity to improve their writing skills within the context of professional social work documentation. This course provides a hands-on academic learning experience with the principles of organizing, developing, writing, and revising documentation for different professional social work settings. Teaching methods will include discussion, writing exercises, and group editing sessions. Students will be required to participate in active discussions, writing, editing, proofreading, and presenting written assignments.

This course fulfills the university Upper-Division Communication/Writing (CW) requirement. The Mission Statement for CW courses has been included in the course outcomes. A minimum of C- or CR in one of the approved courses is required to complete this requirement.

Course OutcomesAt the conclusion of this course, students will be able to:

1. Communicate clearly and effectively within the standards and conventions established by specific disciplines2. Demonstrate compliance with fundamental rules of English grammar3. Explore stages in the composing process, including brainstorming, planning, drafting, revisions, editing, and proofreading; and then

incorporate feedback and criticism into multiple revisions4. Tailor written or oral communication to the needs of particular audiences5. Identify components of different types of documents relevant to social work practice6. Demonstrate skill in preparing and maintaining professional documents for social work practice

http://ugs.utah.edu/general-education/requirements/cw.php

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7. Demonstrate organization and presentation of research reports/papers, including reference citations, using APA style8. Complete a literature review in order to develop a hypothesis drawn in a scientific manner from the literature9. Understand and apply principles of academic integrity and social work ethics

PrerequisitesNone

Council on Social Work Education (CSWE)

CSWE is the accrediting body for undergraduate and graduate social work programs in the United States. They developed the Educational Policy Accreditation Standards (EPAS) by which curriculum and programs are assessed and accredited (See Appendix A).

ADA Statement

The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services (CDS), 162 Olpin Union Building, (801) 581-5020 (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations. All information in this course can be made available in alternative format with prior notification from the Center for Disability Services.

Wellness Statement

Personal concerns such as stress, anxiety, relationship difficulties, depression, cross-cultural differences, etc., can interfere with a student’s ability to succeed and thrive at the University of Utah. For helpful resources contact the University Counseling Center (801) 581-6826 and/or Center for Student Wellness (801) 581-7776.

Violence and Harassment

Title IX makes it clear that violence and harassment based on sex and gender (which includes sexual orientation and gender identity/expression) is a Civil Rights offense subject to the same kind of accountability and the same kinds of support applied to offenses against other protected categories such has race, national origin, color, religion, age, status as a person with a disability, veteran’s status, or genetic information. If you or someone you know has been harassed or assaulted, you are encouraged to report it to the Title IX Coordinator in the Office Equal Opportunity and Affirmative Action, 135 Park Building, (801) 581-8365, or the Office of the Dean of Students, 270 Union Building, (801) 581-7066. For support and confidential consultation, contact the Center for Student Wellness, 426 SSB, (801) 581-7776. To report to the police, contact the Department of Public Safety, (801) 585-2677 (COPS).

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Gender Pronoun and Name Preferences

Class rosters are provided to the instructor with the student’s legal name as well as “Preferred first name” (if previously entered by you in the Student Profile section of your CIS account). While CIS refers to this as merely a preference, I will honor you by referring to you with the name and pronoun that feels best for you in class, on papers, exams, group projects, etc. Please advise me of any name or pronoun changes (and update CIS) so I can help create a learning environment in which you, your name, and your pronoun will be respected. If you need assistance getting your preferred name on your UIDcard, please visit the LGBT Resource Center Room 409 in the Olpin Union Building, or email [email protected] to schedule a time to drop by. The LGBT Resource Center hours are Monday through Friday 8:00am-5:00pm, and 8:00am-6:00pm on Tuesdays.

Veteran Center

If you are a student veteran, the University of Utah has a Veterans Support Center located in Room 161 in the Olpin Union Building. Hours: Monday through Friday 8:00am-5:00pm. Please visit their website for more information about what support they offer, a list of ongoing events and links to outside resources: http://veteranscenter.utah.edu/. Please also let me know if you need any additional support in this class for any reason.

Learners of English as an Additional/Second Language

If you are an English language learner, please be aware of several resources on campus that will support you with your language and writing development. These resources include the Writing Center (http://writingcenter.utah.edu/); the Writing Program (http://writing-program.utah.edu/); the English Language Institute (http://continue.utah.edu/eli/). Please let me know if there is any additional support you would like to discuss for this class. Additionally, you may contact Bachelor of Social Work academic advisor Elizabeth Perez to learn more about resources for English language learners: [email protected]

Academic Integrity Statement

Student Code of Conduct: While scholastic dishonesty is not anticipated, students shall be subject to The University of Utah’s policy on this subject. See Code of Student Rights and Responsibilities Policy at http://www.admin.utah.edu/ppmanual. Students are encouraged to familiarize themselves with this policy and standards. Please note that academic misconduct violates the NASW Code of Ethics, and represents a failure to achieve learning outcomes related to EPAS 2.1.2, social work ethics and professional conduct.

Academic Misconduct

http://www.admin.utah.edu/ppmanual

mailto:[email protected]

http://veteranscenter.utah.edu/


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The College of Social Work does not permit or tolerate academic misconduct. The following information is drawn from the University of Utah’s Code of Student Rights and Responsibilities (http://www.regulations.utah.edu/academics/6-400.html):

“Academic misconduct includes, but is not limited to, cheating, misrepresenting one's work, inappropriately collaborating, plagiarism, and fabrication or falsification of information, as defined further below. It also includes facilitating academic misconduct by intentionally helping or attempting to help another to commit an act of academic misconduct.

1. Cheating involves the unauthorized possession or use of information, materials, notes, study aids, or other devices in any academic exercise, or the unauthorized communication with another person during such an exercise. Common examples of cheating include, but are not limited to, copying from another student's examination, submitting work for an in-class exam that has been prepared in advance, violating rules governing the administration of exams, having another person take an exam, altering one's work after the work has been returned and before resubmitting it, or violating any rules relating to academic conduct of a course or program.

2. Misrepresenting one's work includes, but is not limited to, representing material prepared by another as one's own work, or submitting the same work in more than one course without prior permission of both faculty members.

3. Plagiarism means the intentional unacknowledged use or incorporation of any other person's work in, or as a basis for, one's own work offered for academic consideration or credit or for public presentation. Plagiarism includes, but is not limited to, representing as one's own, without attribution, any other individual’s words, phrasing, ideas, sequence of ideas, information or any other mode or content of expression.

4. Fabrication or falsification includes reporting experiments or measurements or statistical analyses never performed; manipulating or altering data or other manifestations of research to achieve a desired result; falsifying or misrepresenting background information, credentials or other academically relevant information; or selective reporting, including the deliberate suppression of conflicting or unwanted data. It does not include honest error or honest differences in interpretations or judgments of data and/or results.”

Official Drop/Withdrawal

The last day to drop classes is September 1; the last day to withdraw from this class is October 20. Please check the academic calendar for more information pertaining to dropping and withdrawing from a course. Withdrawing from a course and other matters of registration are the student’s responsibility.

http://www.regulations.utah.edu/academics/6-400.html

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Academic Advising

If you struggle in this course, please contact your instructor and set up a time to discuss the situation and receive help. In addition, please know that you are welcome to consult with the Social Work academic advisor, Elizabeth Perez. Depending on your situation, she may recommend campus resources, a change in course schedule, or other forms of assistance. Elizabeth may be reached at [email protected]

Content Accommodation

The content of this course is largely mandated by the requirements of CSWE. In accordance with University of Utah policy, students are encouraged to familiarize themselves with these requirements before requesting substantive content accommodations.

Instruction and Learning Methods

Modules for each week of the semester will have all materials, assignments, lectures, etc. Each week will run Monday through Monday, though modules will often be published more than one week ahead of time. It is highly recommended that students have access to and familiarity of video recording capabilities to record responses and presentations.

Course Expectations

1. Student Expectations: Professionalism: Students are expected to professionally communication at all times. This includes being courteous, respectful,

and avoiding “texting” language. Integral to higher education is the exchange of ideas, which may include new, controversial and/or diverse ideas, and sometimes we will not agree with the ideas we encounter in readings, discussions, or class presentations. However, under all circumstances, we will treat others with respect and act professionally.

Canvas Usage: Success in an online class requires frequently checking into Canvas. It is not recommended to go several days without logging in, even if all assignments have already been submitted. Knowing how to navigate Canvas to access all class material is vital. Ensure all necessary Canvas notifications are enabled by the end of the first week of class.

Communication: To ensure a timely response, email the instructor through Canvas only. All written assignments will be checked using anti-plagiarism software. Given the variation in plagiarism, both in intent and

severity, plagiarism offenses have been categorized in two tiers. Each tier has a clear definition, step, and grade penalty.

Citation Issues Other Steps Grade PenaltyTier One Offense Partial citation (i.e.

without in-text citation or quotation marks)

Sequence of ideas with partial attribution

Using an assignment from

Warning letter Instructor consultation Student plan/reflection

No points in APA portion of assignment


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another class Tier Two Offense No citation Sequence of ideas with no

attribution Repeat of tier two offense

Warning letter, also sent to BSW Director & Dean of Students

Instructor consultation Student plan/reflection

No points for assignment

Any repeat tier two offense will automatically result in a consultation with BSW Director and Dean of Students, and may result in failing the course and/or losing your spot in the BSW Program.

2. Instructor Expectations: Professionalism: The instructor is expected to professionally communication at all times. This includes being courteous,

respectful, and when needed, keeping information confidential. Canvas Usage: The instructor will provide a thorough guide and explanation of what features of Canvas need to be used in order

to access all course materials. Content will be organized, easy to follow, and will be edited as needed. Consistency: The instructor will consistently follow all course, program, and university rules and guidelines outlined both herein

and in program and university policy. Requests for extensions, as well as modified due dates, will be considered on a case-by-case basis pending timely and appropriate notification to the instructor.

Communication: The instructor will generally respond to student messages within 24 hours, though up to 48 hours is still considered timely. Email received outside of normal business hours will typically be responded to slower than a message sent during business hours. The instructor does not regularly check email over the weekend. Any modifications to assignments or due dates will be promptly communicated to students using Announcements.

3. Course Assignments: All assignments are due by 11:59 pm Monday (occasionally, original discussion board posts will be due earlier than Monday).

Late assignments: Late assignments will be accepted up to one week from the original due date. However, all written assignments that are submitted late will receive a one (1) point deduction for every day it is late (including weekends). If a student anticipates that an extension is necessary (i.e., medical, personal, and/or familial), the student is strongly expected and encouraged to communicate with the instructor sooner rather than later. No extension requests will be approved on assignments that are due within the next 48 hours. If a student has frequent extension requests, it is recommended that the student consider taking an incomplete (when necessary), adjusting the semester’s course load, or getting additional supports to meet the demands of the course.

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Resubmissions: Students may resubmit one assignment or one section of the literature review of their choosing for a higher grade. Re-write must be submitted within one week from when the assignment’s initial grade was given, along with a reflection of what changes were made and why. This policy does not pertain to Writing Practice assignments, which can be resubmitted multiple times.

4. Incompletes: In accordance with University of Utah policies and procedures, Incomplete Grades are strongly discouraged. The University of Utah requires that a student has completed a minimum of 80% of the required course work before the instructor may grant an Incomplete. Please speak with the instructor before assuming an Incomplete will be granted.

5. Safety: As part of professional social work education, students will have assignments that involve working in agency settings and engaging with the community. As such, these assignments may present some risks. Sound choices and caution may lower risks inherent to the profession. It is the student’s responsibility to be aware of and adhere to policies and practices related to agency and/or community safety. Students should notify the appropriate authority regarding any safety concerns.

6. Confidentiality: Personal disclosure is not an expectation or requirement of this course. However, it may be appropriate for students to share information during class as it relates to learning about a particular topic. Students are expected to adhere to all professional standards of confidentiality during the semester.

7. E-mail Correspondence: Use Canvas to communicate with the instructor. The instructor will respond to e-mail correspondence in a timely manner and expects that students will respond in a similar fashion. “Timely” means within 48 hours. If you do not receive a response within this time frame, please re-send your e-mail and/or contact the instructor by phone.

8. At the end of the semester, students will have the opportunity to evaluate the course and the instructor using the official University of Utah course and instructor evaluation.

Grading

The University of Utah adheres to the following grading policy, which will be applied in this course:

A = 100-94% B = 86-84% C = 76-74% D = 66-64%A- = 93-90% B- = 83-80% C- = 73-70% D- = 63-60%B+ = 89-87% C+ = 79-77% D+ = 69-67% E = <60%

Grade weight is as follows:

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Quizzes 10% Assignments 15%

o Free writes o Miscellaneous

Final Narrative 15% Final Literature Review 30% Final Presentation 20% Discussion Participation 10%

Course Assignments

Grading in this course is based upon the following assignments. Since all graded assignments are related directly to course objectives, failure to complete any assignment may result in an unsatisfactory course grade. In accordance with the policy of the BSW Program, students earning a grade at or below 73% (C-) will be subject to dismissal from the program. Please refer to the academic adviser and/or BSW Student Handbook for more detail.

Week 1 Objectives: 1. Reflect on previous writing experiences and how they have shaped students’ perceptions and abilities in writing2. Examine the various roles writing plays in the social work profession 3. Read narratives in order to recognize the various ways an individual’s story can be told 4. Learn common comma rules in order to use them correctly Readings:

Chapter 1 (pp. 12-22) of The Columbia Guide to Social Work Writing (Green & Levy Simon, 2012) Three narrative examples:

“If You Want It, Get It Yourself” (Phan, 2017)“A Syrian Refugee Story” (Altman, 2016) “A Might Marita Gale: A History of a Salt Lake Drag Queen” (Lemon, 2017)

Assignments: Writing History Narrative summary/analysis (assess APA skills)

Discussions: Intro Discussion Writing in SW

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Lectures: Language Lesson 1: Commas Part 1

Quizzes: Language Quiz 1 Syllabus Quiz APA/Plagiarism Quiz

Week 2Objectives:1. Understand the various roles narratives play in social work 2. Recognize how language and word choice can impact the portrayal of the individual, community, and/or culture 3. Accurately document an interview, maintaining the individual’s voice and story4. Learn common comma rules in order to use them correctlyReadings:

“Free writing” Chapter 2 (pp. 27-28) of The Columbia Guide to Social Work Writing (Green & Levy Simon, 2012) “Process Recordings” Chapter 5 (pp. 88-91) of The Columbia Guide to Social Work Writing (Green & Levy Simon, 2012) “The Power of Words as Labels” Chapter 6 (pp. 124-126) of The Columbia Guide to Social Work Writing (Green & Levy Simon, 2012) “The Power and Peril of Good Narration” (Jansen, 2016) Select Court Reports

Assignments: Interview notes (emphasize neutral language, straight forward notes) Free Write 2: Why Social Work

Discussions: Language and word choice in the social work field

Lectures: Language Lesson 2: Commas Part 2

Quizzes: Language Quiz 2

Week 3Objectives:1. Explain the various ways writing is a tool for social workers to advocate2. Craft an original narrative that can be used to educate or advocate

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3. Identify the various components of a Turnitin report 4. Create correct in-text citations5. Insert an individual’s quotes according to standard writing and formatting rules6. Learn semi-colon rules and use them correctly Readings:

“Advocacy” Chapter 9 (pp. 176-180) of The Columbia Guide to Social Work Writing (Green & Levy Simon, 2012)Assignments:

Narrative rough draft Inserting quotes/dialogue practice

Discussions: Response to “Advocacy” (Green & Levy Simon, 2012); taking narratives further for advocacy (practice in-text citations)

Lectures: Language Lesson 3: Semicolons In-text citations Turnitin report


Week 4Objectives: 1. Incorporate verbal and written feedback into multiple revisions2. Communicate the subject’s story clearly, without bias, and by using proper language conventions 3. Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication4. Write a cover letter using standard business letter formatting and proper language conventions in order to effectively communicate with a potential employer 5. Learn hyphen rules and use them correctlyReadings:

One of three articles on writing in the workplace:o “How to Improve Your Writing Skills at Work” (Lehoczky, 2016)o “Written Communication Skills at Work” (ZipRecruiter, 2017)o “The Importance of Good Writing Skills in The Workplace” (Career Addict, 2016)

Assignments: Free Write 2: Cover letter

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Final narrative Discussions:

What does professionalism in writing/communication look like?Lectures:

Language Lesson 4: Hyphens In-text citations Turnitin report Cover letter


Week 5 Objectives: 1. Evaluate literature review examples in order to understand assignment content, structure, and purpose2. Describe foundational APA rules and be able to create correct citations 3. Identify the various research databases and ways to use them 4. Develop a literature review topic5. Learn apostrophe rules and use them correctlyReadings:

Previous student literature review examples Assignments:

Invention Session APA Scavenger Hunt & citation practice

Discussions:Lectures:

Language Lesson 5: Apostrophes Researching in EBSCOhost Literature review overview

Quizzes: Language Quiz 5 Language lesson 5 apostrophes

Week 6

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Objectives: 1. Reflect on social justice issues and how they may impact social work practice2. Examine how word choice and readability may create a barrier to clients seeking and accessing services 3. Access a research database using truncation and Boolean operators in order to find pertinent literature 4. Learn what subject verb agreement is and how write using accurate verb tense Readings:

“Three Cheers for Plain Language” (Ames, n.d.)Assignments:

Free Write 3: Social Justice Search submission

Discussions: Ames article response, including how it ties into social justice

Lectures: Language Lesson 6: Subject-verb Agreement


Week 7Objectives: 1. Read, assess, and synthesize peer-reviewed articles to determine relevance to research question 2. Synthesize each article in an annotated bibliography 3. Construct an outline to organize all sections of the literature review 4. Learn when to use who and whom Readings:Assignments:

Annotated Bibliography Lit Review Outline


Language Lesson 7: Who/whomQuizzes:

Language Quiz 7

Week 8

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FALL BREAKObjectives:1. Relax!2. Rejuvenate!3. Have fun!

Week 9Objectives: 1. Learn about reflective journaling as a tool to document and process professional growth2. Write a reflective journal entry based on experiences within the field 3. Identify what makes a strong introduction paragraph4. Write the introduction and objective sections of the literature review5. Identify active and passive voice6. Understand when to use active voice and when to use passive voiceReadings:

“Reflective Journal” Chapter 5 (pp. 91-92) of The Columbia Guide to Social Work Writing (Green & Levy Simon, 2012) Assignments:

Free Write 4: Reflective field journal Lit Review: Introduction & Objectives sections


Language Lesson 8: Active & passive voice Introduction paragraphs


Week 10 Objectives: 1. Compare and contrast example findings sections2. Write the findings section of the literature review, organizing the content into three themes3. Learn what parallel structure is and how to write in it Readings:

Example literature review findings sectionAssignments:

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Lit Review: Findings section Discussions:

Findings section analysisLectures:

Language 9: Parallel Structure Findings Overview


Week 11Objectives: 1. Reflect on a travel experience and how it may have contributed to cultural awareness and/or personal growth2. Describe the methods employed to research and decide on the literature used 3. Analyze the literature in order to write the discussion section 4. Learn transition words and strategies in order to effectively transition between topics and paragraphsReadings:Assignments:

Free Write 5: Travel Lit Review: Methods & Discussion section


Methods & Discussion sections overview Language Lesson 10: Transitions


Week 12Objectives: 1. Learn the purpose and structure of an abstract in order to write the abstract for the literature review2. Learn the elements of a conclusion paragraph and write the conclusion for the literature reviewReadings:Assignments:

Lit Review: Abstract & conclusion sectionDiscussions:

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Lectures: Abstract and conclusion sections overview

Quizzes:

Week 13 Objectives: 1. Describe qualities of effective presentations 2. Learn specific strategies that can be used to strengthen presentations 3. Understand the various roles presentations play in the social work profession 4. Reflect on personal and professional strengths/weaknesses and why reflecting on these is valuable Readings:

“Presenting Your Work to Others” (NASW, 2011) “Making an Effective Presentation” (Rosenthal, 2010)

Assignments: Peer Review Free Write 6: Superpower/kryptonite

Discussions: Presentations

Lectures: Presentation Unit Overview Presentation Skills

Quizzes: Language Review (practice)

Week 14Objectives:1. Incorporate feedback and criticism into the final literature 2. Translate the literature review into organized, professional slides Readings:Assignments:

Final Lit Review Presentation slides


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Quizzes: Language Review (practice)

Week 15Objectives: 1. Incorporate feedback into final slides2. Present on the literature review 3. Reflect on the semester, including personal growth and future goals 4. Assess language skills learned throughout the semester Readings:Assignments:

Final Slides Course Reflection

Discussions: Post presentation to Discussion board

Lectures:Quizzes:

Language Final

*Due dates and assignments are subject to change based on professor’s assessment of student learning and needs. Any/all changes will be made with the students’ best interest in mind.

Note: If you are having difficulty meeting the expectations of this course or if you have any needs that require immediate attention, please speak with the instructor as soon as possible. Note: This syllabus is meant to serve as an outline and guide for our course. Please note that I may modify it with reasonable notice to you. I may also modify the Course Schedule to accommodate the needs of our class. Any changes will be announced in class and posted on Canvas under Announcements.

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Appendix A

Council on Social Work Education (CSWE)

The EPAS Competencies and Practice Behaviors Relationships to the Instructional Materials and Assessment Methods…

Course Objective/ Practice Behavior (PB) Instructional Materials Assessment Methods

Competency 1— Demonstrate Ethical and Professional Behavior. Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal values and the distinction between personal and professional values. They also understand how their personal experiences and affective reactions influence their professional judgment and behavior. Social workers understand the profession’s history, its mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other professions when engaged in inter-professional teams. Social workers recognize the importance of life-long learning and are committed to continually updating their skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of technology in social work practice. Social workers: Social workers:1.b. Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

Reading: “The Power and Peril of Good Narration” (Jansen, 2016)

Free Write #4 Free Write #5

1.c. Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication.

Weekly language lessons Articles: “Presenting Your Work

to Others” (NASW, 2011) & “Making an Effective Presentation” (Rosenthal, 2010)

Cover letter/business letter workshop

Court case examples Connotation/denotation and

diction lecture Chapter 6 (pp. 124-126) of

The Columbia Guide to

Language quizzes Language final Final presentation Free Write #5 Discussion: What does professionalism

in writing/communication look like? Practice cover letter Discussion: Diction Discussion: Presentation observations

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Social Work Writing (Green & Levy Simon, 2012)

Competency 2—Engage Diversity and Difference in Practice. Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers:2.a. Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels

Narrative examples: “If You Want It, Get It Yourself” (Phan, 2017), “A Syrian Refugee Story” (Altman, 2016), & “A Mighty Marita Gale: A History of a Salt Lake Drag Queen” (Lemon, 2017)


Narrative interview notes Final narrative

2.b. Present themselves as learners and engage clients and constituencies as experts of their own experiences


Narrative interview notes Final narrative

2.c. Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.


Chapter 1 (pp. 12-22) of The Columbia Guide to Social Work Writing (Green & Levy Simon, 2012)



“Three Cheers for Plain Language” (Ames, n.d.)

Narrative response/summary Narrative interview notes Final narrative Free Write #4 Free Write #5

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Competency 3—Advanced Human Rights and Social, Economic, and Environmental Justice. Social workers understand that every person regardless of position in society has fundamental human rights such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global interconnections of oppression and human rights violations, and are knowledgeable about theories of human need and social justice and strategies to promote social and economic justice and human rights. Social workers:3.a. Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels

Chapter 1 of The Columbia Guide to Social Work Writing (Green & Levy Simon, 2012)

Narrative interview notes Final narrative Free Write #2

3.b. Engage in practices that advance social, economic, and environmental justice


Final narrative Free Write #2

Competency 4—Engage in Practice-informed Research and Research-informed Practice. Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approached to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice. Social workers:4.a. Use practice experience and theory to inform scientific inquiry and research.

Literature Search Lecture Example Literature Reviews

Invention Session Literature Review Topic Submission

4.b. Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings.


Literature Search Literature Review Topic Submission Annotated Bibliography Literature Review

4.c. Use and translate research evidence to inform and improve practice, policy, and service delivery.


Literature Review

Competency 6. Engage with Individuals, Families, Groups, Organizations, and Communities. Social workers understand how their personal experiences and affective reactions may impact their ability to effectively engage with diverse clients and constituencies. Social workers:6.b. Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and

Chapter 2 (pp. 27-28) of The Columbia Guide to Social Work Writing (Green

Free Write #1, 2, 3, 4, 5, 6 End of course reflection

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constituencies. & Levy Simon, 2012) Chapter 5 (pp. 91-92) of

The Columbia Guide to Social Work Writing (Green & Levy Simon, 2012)

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