The 'practice' of close reading and writing in social work education

While social work educators have explored strategies to improve literacy development among their students, many educators continue to strive for a better integration of effective reading and writing skills. This article presents the findings of a survey that used qualitative research methods to assess the outcomes of a doctorate in social work program that employed a specialist in composition. Doctorate in social work students reported on the skill of 'close reading' as it related to their own writing, practice, university teaching, and field supervision. Data analysis reveals that these students had not previously learned the close reading skills necessary for strong writing skills. This article extends support for a full integration of close reading as a way to improve writing, clinical mental health practice, and critical thinking skills.