Abstract
The purpose of this paper is to describe the scholarly teaching approach used to develop, implement and refine a clinical writing rubric used to provide formative feedback to graduate students in an in-house Speech-Language Pathology graduate clinic. In addition to outlining the approach, details of the rubric and supporting documentation are provided.
DOI
https://doi.org/10.30707/TLCSD4.2/GWME8876
Recommended Citation
Halvorson-Bourgeois, Bonnie; Riotte, Mary; Lambrecht Smith, Susan; and Maxwell, Lesley
(2020)
"Guiding Students' Clinical Writing and Critical Thinking: Utilizing Scholarly Teaching to Develop and Implement a Clinical Writing Rubric,"
Teaching and Learning in Communication Sciences & Disorders: Vol. 4:
Iss.
2, Article 3.
DOI: https://doi.org/10.30707/TLCSD4.2/GWME8876
Available at:
https://ir.library.illinoisstate.edu/tlcsd/vol4/iss2/3
Included in
Educational Methods Commons, Scholarship of Teaching and Learning Commons, Speech Pathology and Audiology Commons
