Writing as Social Work: Thematic Review of the Literature

Abstract

Abstract This article offers a thematic review of research and analysis of academic and practice-based social work writing. It aims to highlight specific challenges, arguing that support is needed in the development of writing as a core element of professional practice. Social work writing in the United Kingdom has been framed as a ‘problematic’, time-intensive activity [Lillis, T. (2023) ‘Professional written voice “in flux”: The case of social work’, Applied Linguistics Review, 14(3), pp. 615–41]. It records practice, but is also a vital tool for undertaking assessments, formulating professional judgements, decision making and multi-agency collaboration. However, the centrality of writing to social work practice is not reflected in the regulatory frameworks for the profession in the United Kingdom where it only appears in the context of ‘report writing’ and loosely ‘communication’. The discussion is contextualised within a theoretical framing of social work writing followed by a discussion of student writing and then writing in professional practice. The article addresses the themes related to academic writing of concerns about the quality of writing; disciplinarity; conventions and implicit codes; and challenges to teach professional writing. In relation to practice-based writing, the article addresses the themes of social work as a ‘writing intensive’ profession; writing as enacting practice; and the challenges and experience of social work writers.