Teaching a writing-intensive criminal justice course: An educational challenge

Abstract

College faculty members and administrators have expressed a growing concern that undergraduate students' writing abilities are not being developed sufficiently. One solution to this perceived problem has been to require that students complete a given number of courses designated as writing-intensive. Although most faculty members applaud this goal, many are reluctant to volunteer to teach a writing-intensive course. This paper describes how one criminal justice department has responded to a university mandate to offer such a course, and suggests that these courses can provide advantages for both faculty and students.