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Communication Disorders Quarterly
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Writing-to-Learn Assignments in Content-Driven Courses

Dee M. Lance

University of Central Arkansas, dlance{at}mail.uca.edu

Steven Lance

University of Central Arkansas

Instructors in the communication sciences face many challenges when trying to help students develop all of the knowledge and skills necessary for them to become competent clinicians. The primary purpose of this article is to discuss some ways to increase the amount of writing that occurs in the classroom, as well as help instructors use writing to help students develop ownership of the process.

Communication Disorders Quarterly, Vol. 28, No. 1, 18-23 (2006)
DOI: 10.1177/15257401060280010101
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