Download Writing About Communication Science and Disorders (CSD)

Writing About Communication Science and Disorders (CSD)
I.
General Purpose
Communication Sciences and Disorders is the study of human communication and
associated disorders. Speech-language pathology students gain the knowledge and skills in
basic communication and in the assessment, prevention and treatment of communication
disorders. As a member of the larger group of Health Sciences, the writing in CSD is often
clinical and to the point, as in other life science and technical fields. Writing for the health
sciences should be well organized and requires knowledge of professional jargon as well as
the ability to translate it into terms appropriate for a broader audience. Audiences include
professors, other health care professionals, researchers, clinical workers, administrators,
clients and their families, and the general public.
II.
Types of Writing
 Summaries: present overall purpose of material, focusing on author’s major points
 Short reports: brief reviews of current literature on a specific issue or problem
 Lesson Plans
 SOAP (Subjective, Objective, Assessment, Plan) Notes
 Individualized Education Plans
 Annotated Bibliographies: summaries of literature and relevance to a research topic
 Abstracts: 1-2 paragraph preview or outline of the major points within an article
(typically not over 300 words)
 Lab reports: organized and concise; typically include these headings: Abstract/
Introduction/ Methods, Materials and Procedures/ Results/ Discussion/ Conclusions
and Interpretations/ References
 Critical Reviews: summaries and analyses of articles or research findings; may report
researcher’s opinion or findings but also include reviewer’s perspective
 Research papers: highly structured and to the point; often blend primary and
secondary sources
III.
Types of Evidence
 Quantitative (measurable or countable data)
 Qualitative (observable data)
 Primary sources (original observations and experiments, interviews)
 Secondary sources (books, articles, documentaries, newspapers)
 Library research
IV.
Writing conventions:
 When explaining an experiment that was performed, use the past tense. When
dealing with theory, experimentation, or equipment that might still be functioning,
use present tense.
 Avoid first person pronouns in lab reports and research papers, which may require
passive voice.
 Use action verbs to demonstrate process and make meaning concise.
 Provide appropriate contexts before presenting any new information.
 Identify the name of the person or the thing described at the beginning of the
sentence; place new information at the end of the sentence in the stress position.
V.
Vocabulary/ Jargon/ Terms
Aphasia
Apraxia
Dysarthria
Dysphagia
Phonology
SOAP Note
VI.
Citation Style:
 APA: American Psychological Association
References:
Ruszkiewicz, John J. and Jay T. Dolmage. How to Write Anything: A Guide and Reference.
Boston: Bedford St. Martin’s, 2012. Print.
“Writing in the Biological Sciences.” Hunter College Reading and Writing Center. Writing Across
the Curriculum. 2014. Web. http://rwc.hunter.cuny.edu/ reading-writing/on-line/
writing-in-the-health sciences.pdf
“Writing in Biology Courses.” Marquette University. Writing Across the Curriculum Departmentby-department Reference Guide. 2011. Web.
http://www.marquette.edu/wac/departmental/
MarquetteUniversityWritinginBiologyCourses.shtml