Teaching Public Health Writing

Teaching Public Health Writing argues that public health schools and programs need to make writing practice and mentoring central to the curriculum. Writing is a process that demands patience, humility, and deliberate practice. Write, revise, submit, receive feedback, revise again. All writers develop their confidence, patience, and voice over the course of their lives. Public health students are learning to understand and translate technical content from a wide array of disciplines into clear, concise, engaging documents for vastly different audiences and purposes. It’s a time-consuming, anxiety-inducing, and painstaking process. Yet, many public health professors expect their students to arrive in their graduate and upper-level undergraduate classes already knowing how to write engaging and informative policy briefs, literature reviews, research proposals, and many other types of technical documents. This is an unrealistic expectation that undermines both students and their professors. The author blends composition theory with a multilevel social determinants analysis, the life course, harm reduction, and other public health approaches to offer a new way to think about the place of writing in public health education. This call to action offers recommendations for mentoring student writers, supporting professors, and fostering writing community and dialogue at the institutional level.

• Publication year

  2022

• Venue

  Unknown venue

• Publication date

  2022-09-22

• Fields of study

  Not labeled

• Identifiers
  DOI 10.1093/oso/9780197576465.001.0001
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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