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Focus and Scope
Writing in the Health Sciences: A Comprehensive Guide is based on the unique program of writing instruction conducted by the Health Sciences Writing Centre in the Health Sciences and Social Work Faculties at the University of Toronto, Canada’s largest university.
The Guide is written for
*students at universities and colleges who are studying in any discipline within the health professions, from the narrowly biomedical to the broadly sociocultural
*graduate students who are conducting and reporting on research through thesis writing, conference papers or posters, and publication
*faculty who are teaching in any Health Sciences and Social Work discipline in a university or college setting
*health professionals and researchers seeking to improve their professional writing
The health professions seek out individuals who are not only technically skilled, but who are also able to conceptualize social and ethical issues, shape policy, fulfill advocacy roles, and communicate their expertise to a wide range of health care and community stakeholders. A university, then, is both an instructional and a socializing institution. Students can expect to gain knowledge, as well as to become members of a knowledge community. Based on this philosophy, the Comprehensive Guide approaches writing in two interconnected ways:
1. language as a social act, a conscious act of persuasion by the writer for the purpose of creating or transmitting knowledge;
2. “correct” use of language, that is, adherence to the conventions of one's field in matters of grammar, style and mechanics.
The Guide is constructed on the principle that learning to communicate in the knowledge society is a collaborative process negotiated between student and faculty. It therefore contains a considerable amount of material on assignment design and evaluation strategies, which can be adapted by faculty for use in their courses.
The Guide offers
*advice on writing about theory, research, and practice in a wide range of health science disciplines;
*guides that address the particular writing issues facing undergraduate students, graduate students, course instructors, and non-native speakers of English
*advice on communicating with a variety of audiences, from the narrow subset of disciplinary peers and professors to the public at large;
*samples of improvable student writing, along with a revised text and step-by-step explanations of why and how the improvements were made;
*samples of excellent student and published writing, which are analysed to show their structure and how the writers have achieved excellent writing.
|Open Submissions||Indexed||Peer Reviewed|
Peer Review Process
Submissions are reviewed by the Editor and one blinded peer reviewer. Reviewers are scholarly experts in writing theory, research and pedagogy who review submissions based on clarity and quality of writing, usefulness, relevance to the health professions, theoretical framework, sensitivity to the needs of a broad base of learners, and other relevant criteria.
Terms and Conditions for Using Material on this Site
Printing PDF Files:
Students, teachers, and writers are welcome to print PDF versions of our guides. Permission is not required for printing fewer than 250 copies. Teachers or other users seeking to make more than 250 copies of a guide in one year must send an email seeking permission to do so. For use in the classroom, please provide your name, the name of your institution, the course name, and the number of copies you will be making.
You may not modify our PDF files in any way. If you plan to distribute copies of material printed directly from the HTML version, be sure to include the credits at the bottom of the page. Note that the PDF files are not always identical to the HTML files.
Teachers may charge students a fee only to recover the cost of printing.
To print PDF files, you may need to install Adobe Acrobat Reader on your computer. You may download Acrobat Reader for free from the web.
Commercial Use of this Site:
No commercial use of this site is permitted. No sites may sell access to material on our site. Nor may they (1) represent any material on our site as their own, (2) mirror our site, or (3) include pages from our site as part of a frame.