Writing for Sociology Majors : A Practical Approach

  • ISBN 13:


  • ISBN 10:


  • Format: Paperback
  • Copyright: 01/04/2013
  • Publisher: SAGE Publications, Inc

Note: Not guaranteed to come with supplemental materials (access cards, study guides, lab manuals, CDs, etc.)

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The goal of this instructional text is to introduce students to the variety of writing projects that sociologists undertake while providing instruction on grammar and composition. Writing for Sociology Students will be a writing guide designed for upper-level sociology undergraduate students and graduate students. It will provide students with practical knowledge concerning topics such as: peer reviewed journal manuscripts, book reviews, grant proposals, and field notes. What makes this book unique is that it offers useful advice and instruction for sociology college students whether they plan on entering the academy or the private, non-profit, or government sectors. Writing for Sociology Students uses writing as a tool to help students learn not only about sociology as a field of study, but also the practice of sociology. Angelique Harris is current an Assistant Professor of Sociology at California State University, Fullerton where she is also the chair of the Sociology Undergraduate Curriculum Committee at CSUF regularly teaches a Writing for Sociology course. While a graduate student, she served as a Writing Fellow for the Writing Across the Curriculum (WAC) program at Queens College of the City University of New York for two years. In addition to her work with faculty and students, Angelique has contributed essays to anthologies, published book reviews, peer-reviewed journal articles, encyclopedia entries, is finishing her first book Engaging the Power of Prayer. Alia Tyner-Mullings is a post doctoral fellow with the Sociology and Education program At Solumbia University. She received her doctorate in Sociology from The Graduate Center of the City University of New York and her B.A. in English from Oberlin College. At The Graduate Center, she was awarded both a writing fellowship and a teaching fellowship which allowed her to work with faculty and students at CUNY's Hunter College. She was additionally awarded a dissertation writing fellowship from The Graduate Center and the Coalition of Essential Schools.

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