Social Service Review
Founded in 1927, Social Service Review (SSR) is devoted to the publication of thought provoking, original research on pressing social issues and promising social work practices and social welfare policies. Articles in SSR analyze issues from the vantage points of a broad spectrum of disciplines, theories, and methodological traditions, at the individual, family, community, organizational, and societal levels.
Coverage: 1927-2015 (Vol. 1, No. 1 - Vol. 89, No. 3)
The "moving wall" represents the time period between the last issue available in JSTOR and the most recently published issue of a journal. Moving walls are generally represented in years. In rare instances, a publisher has elected to have a "zero" moving wall, so their current issues are available in JSTOR shortly after publication.
Note: In calculating the moving wall, the current year is not counted.
For example, if the current year is 2008 and a journal has a 5 year moving wall, articles from the year 2002 are available.
- Terms Related to the Moving Wall
- Fixed walls: Journals with no new volumes being added to the archive.
- Absorbed: Journals that are combined with another title.
- Complete: Journals that are no longer published or that have been combined with another title.
Subjects: Social Sciences, Social Work, Public Policy & Administration
Collections: Arts & Sciences VI Collection
by Liz Davies, senior lecturer, children and families social work, London Metropolitan University.
Make your argument clear from the beginning
Students often launch straight into the essay topic without introducing their approach to the essay. It is really important for the marker to understand the student’s rationale in responding to the essay title and to be guided as to how the student intends to address the question. Students often begin an essay with long definitions or historical information without relating these to the essay title. Equally important is a conclusion which relates back to the aims set out in the introduction and demonstrates a progression in thinking achieved through the process of writing the essay.
Identify references clearly
The marker must be able to identify exactly the source of a reference. Students often include a website without stating the exact webpage. A marker cannot locate a reference on complex websites such as the Department for Education without the detail of the exact page being provided.
Similarly, quotations must include the page number so that the marker can find the exact source material. This is particularly important because of the extent of plagiarism and the need for academics to check exactly where the student has gained the information from. Also, students probably do not realise that as lecturers we often like to check a reference for our own interest to develop our knowledge of the subject.
Use professional, not colloquial, language
Students often use language which is colloquial and as they would speak rather than more professional language – for example, “I got a case of…” rather than “I was allocated the case of…”. Or “I did an interview” rather than “I conducted an interview”. It is important to recognise the distinction between how to communicate verbally and how to write a coherent and professional essay.
Provide evidence that you understand social work principles
Students often list principles of social work practice without evidencing their understanding of them. For example, they state that social workers must be anti-oppressive and non-judgemental but often give no evidence that they understand the concept or know how to apply it in practice. Lists of principles and standards should be avoided. The marker needs to know that the student has made sense of these concepts and can demonstrate their application.
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