A Model for Reading and Writing about Primary Sources: The Case of Introductory Psychology

Abstract

Readings from primary sources are integrated into introductory psychology via short writing assignments. Selected readings are reviewed briefly with respect to course goals and students' interest and comprehension. Content-oriented feedback at several stages of students' writing is used to focus and facilitate conceptual mastery of primary sources. Issues of time management, grading, and plagiarism are discussed briefly. Student and instructor evaluations of the course endorse writing as a means to introduce original sources in psychology courses.