| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Assessing the Writing Process: Do Writing-Intensive First-Year Seminars Change How Students Write?
|
Kolb, Kenneth H.
|
|
2013
|
41 |
1 |
p. 20-31
|
artikel
|
| 2 |
Book Review: Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences and Writing Literature Reviews: A Guide for Students of the Social and Behavioral Sciences
|
Brown, Pamela Pitman
|
|
2013
|
41 |
1 |
p. 121-125
|
artikel
|
| 3 |
Book Review: Writing in Sociology
|
Budd, Kristen M.
|
|
2013
|
41 |
1 |
p. 125-127
|
artikel
|
| 4 |
Comment from the Editor
|
Lowney, Kathleen S.
|
|
2013
|
41 |
1 |
p. 1-1
|
artikel
|
| 5 |
Creating a Culture of Good Writing: A Cumulative Model for Teaching Writing in the Sociology Major
|
Ciabattari, Teresa
|
|
2013
|
41 |
1 |
p. 60-69
|
artikel
|
| 6 |
“It Opened My Eyes”: Using Student Journal Writing to Make Visible Race, Class, and Gender in Everyday Life
|
Picca, Leslie H.
|
|
2013
|
41 |
1 |
p. 82-93
|
artikel
|
| 7 |
Scribo Ergo Cogito: Reflexivity through Writing
|
Kaufman, Peter
|
|
2013
|
41 |
1 |
p. 70-81
|
artikel
|
| 8 |
“Seeing the Theory Is Believing”: Writing about Film to Reduce Theory Anxiety
|
Pelton, Julie A.
|
|
2013
|
41 |
1 |
p. 106-120
|
artikel
|
| 9 |
Sociologists as Writing Instructors: Teaching Students to Think, Teaching an Emerging Skill, or Both?
|
Hudd, Suzanne S.
|
|
2013
|
41 |
1 |
p. 32-45
|
artikel
|
| 10 |
Sociology, Teaching, and Reflective Practice: Using Writing to Improve
|
Purcell, David
|
|
2013
|
41 |
1 |
p. 5-19
|
artikel
|
| 11 |
Using Writing Assignment Designs to Mitigate Plagiarism
|
Heckler, Nina C.
|
|
2013
|
41 |
1 |
p. 94-105
|
artikel
|
| 12 |
Writing in the Sociology Curriculum: What Types and How Much Writing Do We Assign?
|
Grauerholz, Liz
|
|
2013
|
41 |
1 |
p. 46-59
|
artikel
|
| 13 |
Writing Sociology: Practices of a Discipline
|
Hudd, Suzanne S.
|
|
2013
|
41 |
1 |
p. 2-4
|
artikel
|
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