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Teaching of Writing in Psychology: A Review of Sources

What role should psychologists take in teaching writing skills? Although the traditional response to this important question has amounted to silence, this journal has produced some controversy on how to begin. Calhoun and Selby (1 979) initiated the debate by proposing a separate course with supervised experience in library and writing skills. Spiegel, Cameron, Evans and Nodine (1980), while agreeing that psychology students need instruction in writing, argued against adding another course to already overloaded curricula. Instead, they urged an integration of teaching writing skills, such as list-making and rewriting, into existing courses. Whichever approach is taken, the result will almost certainly represent progress. Consider that many of our students become psychologists in a system where, despite the lack of formal training in its rudiments, publication remains the single most important factor in hiring, tenure, promotion, and granting (Cole, 1981 ; Mahoney, 1979). Even though we are at last beginning to take an interest in writing skills, two problems remain that could dissuade the most well-intentioned of psychology teachers. One is the uncertainty of how to proceed; few of us received any formal training in writing and so we may have no ready model on which to base our teaching. Second, many teachers approach the topic of writing with ambivalent attitudes at best. This paper is aimed, then, at providing solutions for those two problems-at reviewing the ideas and techniques relevant to teaching writing in psychology, and at dispelling some of the unproductive beliefs about writing.