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Relevant bibliographies by topics / Creative and professional writing

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Journal articles
Dissertations / Theses
Books
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Conference papers
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Academic literature on the topic 'Creative and professional writing'

Author: Grafiati

Published: 10 January 2023

Last updated: 28 January 2023

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Journal articles on the topic "Creative and professional writing"

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Cronin, Megan, Victoria Hubbard, Terrence A. Cronin, and Philip Frost. "Combatting professional burnout through creative writing." Clinics in Dermatology 38, no. 5 (September 2020): 512–15. http://dx.doi.org/10.1016/j.clindermatol.2020.05.004.

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Ritter, Kelly. "Professional Writers/Writing Professionals: Revamping Teacher Training in Creative Writing Ph. D. Programs." College English 64, no. 2 (November 2001): 205. http://dx.doi.org/10.2307/1350117.

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Hunt, Celia. "Exploring career identities through creative writing." Journal of the National Institute for Career Education and Counselling 23, no. 1 (April 1, 2010): 18–19. http://dx.doi.org/10.20856/jnicec.2306.

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Creative writing has shown itself to be a powerful tool for reflection and is increasingly being used in professional development contexts (see e.g. Bolton, 2001; Creme and Hunt, 2002; Winter et al., 1999). With its potential for playful self-exploration and access to feeling and emotion, it can quickly get beneath everyday identities, providing alternative ways of thinking about oneself.

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Cunningham, Donald H., and Jeanette G. Harris. "Undergraduate Technical and Professional Writing Programs: A Question of Status." Journal of Technical Writing and Communication 24, no. 2 (April 1994): 127–37. http://dx.doi.org/10.2190/ta1y-72ah-05ym-ukey.

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The results of our recent survey of the membership of the Association of Teachers of Technical Writing, Associated Writing Programs, and the Council of Writing Program Administration indicate the relative health of undergraduate writing programs (major, concentration, or certificate programs, not service courses) in American four-year universities and colleges. During the past five years there has been a significant increase in the number of undergraduate writing programs, including technical and professional writing. But responses to our survey also suggest that while undergraduate technical and professional writing programs comprise the second largest group of programs (behind creative writing) they are not increasing as rapidly as a new kind of undergraduate writing program—a broad-based program that students can complete by taking a wide range of creative writing, composition, journalism, and technical and professional writing courses. The future seems unclear for traditional undergraduate technical and professional writing programs, and faculties need to examine their options in designing or redesigning their programs.

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Grubb, Penny. "Setting the landscape for a study of academic and creative writing techniques as an aid to professional development of healthcare professionals." Journal of Practice Teaching and Learning 12, no. 1 (August 26, 2013): 53–69. http://dx.doi.org/10.1921/jpts.v12i1.282.

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The purpose of this work is to set the landscape for a study to be carried out in several stages addressing the question: Will creative writing techniques allow healthcare professionals to capture the emotional journeys they experience in a way that makes a significant difference to the effectiveness of such material as teaching and professional development aids?This paper addresses the basis for the study and the assumptions behind it, looking to map out parameters within which later studies can be carried out and a set of learning materials developed. The initial 2-year period has been used to test and enhance a staged workshop teaching model for Health Professional Studies students at levels 4, 5 and 6, using information from studies of creative writing teaching in healthcare plus work on writing techniques.The initial work suggests that creative writing techniques are better understood as a useful developmental tool when taught in the context of academic writing. The response from students has been positive. In this first stage, the work has been a qualitative, testing-the-waters approach from which to build a framework to launch a follow-on quantitative study.

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Alamargot, Denis, and Jean-Louis Lebrave. "The Study of Professional Writing." European Psychologist 15, no. 1 (January 2010): 12–22. http://dx.doi.org/10.1027/1016-9040/a000001.

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In this article, we argue that examining the writing processes of literary authors would enrich and extend empirical research on writing, which is currently grounded in cognitive psychology. In most empirical studies of writing skills, experts are defined as either advanced students or technical writers, neither of whom work within the same constraints or timeframes as literary authors. Including literary authors in psychological accounts of writing, by drawing on the observations of genetic criticism (a linguistic-literary discipline that reconstructs the genesis of an author’s manuscript by collecting and interpreting the notes, drafts, revisions, successive versions, etc.), would add to our knowledge of professional writing. Two issues could then be considered: (a) the way the creative process takes place during writing and (b) the role of memory in the management of writing processes over extended time periods.

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Farfán-Santos, Elizabeth. "WRITING THE FUTURE: CREATIVE WRITING, SOCIAL TRANSFORMATION, AND THE HEALTH PROFESSIONS." Practicing Anthropology 43, no. 3 (June 1, 2021): 3–11. http://dx.doi.org/10.17730/0888-4552.43.3.3.

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Abstract In this article, I discuss the pedagogical interventions I make in the health professions by combining core concepts in medical anthropology with creative writing methods, emphasizing the need for future health professionals to not only think critically about the dominant biomedical epistemologies they have learned, but to also actively imagine creative solutions for the future. Here, the objective is to use creative writing as a tool to stimulate and practice creative thinking as a way of transforming the world we live in, our relationships to our bodies, and complicating the ways in which we think about health and illness. Creative writing exercises that force future health professionals to think outside of their training and to re-inhabit their own bodies and social worlds can have a powerful impact on the culture of medicine, health and illness, and the overall social beliefs and practices surrounding health care. As a medical anthropologist, I teach future health professionals creative writing with a social responsibility component with the intention of transforming our present social world, but also and perhaps more importantly, with the goal of imagining and creating a healthier future.

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Simpson, Laurie. "Creative writing practices in career guidance: An autoethnographical approach." Journal of the National Institute for Career Education and Counselling 27, no. 1 (October 1, 2011): 54–60. http://dx.doi.org/10.20856/jnicec.2709.

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Today’s careers practitioners are tasked with offering assistance to a populace becoming increasingly culturally diverse, whilst facing ever growing professional insecurity. Uncertainty besets not just the seeker but also the helper. There is a need to develop creative practice to meet the needs of individuals but also to motivate practitioners to, tentatively, venture forward. This article will consider creative written practices referring to case studies and my own MA autoethnographical experience, offering both a reflective and reflexive account. Some feel unable to voice their thoughts and feelings. Writing their narrative could heighten self awareness and become a catalyst for career development. My intention is to encourage career professionals to consider possible creative writing processes to facilitate clients to tell their unique stories, but also as better assisting others to understand the changing nature of career.

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Southern, Alex, Jenny Elliott, and Colin Morley. "Third Space Creative Pedagogies: Developing a Model of Shared CPDL for Teachers and Artists to Support Reading and Writing in the Primary Curricula of England and Wales." International Journal of Education and Literacy Studies 8, no. 1 (January 31, 2020): 24. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.24.

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Zip Zap is a Creative Social Enterprise, which offers an author/illustrator- led Continuing Professional Development and Learning (CPDL) programme to develop teacher knowledge, confidence and skills in delivering creative writing and illustration activities, and a Festival of artist-led activities for school pupils. It is one of a number of initiatives that UK schools can buy into. This paper draws on an evaluation of Zip Zap’s CPDL programme and Festival across two UK sites, with two quite different creative learning contexts – Wales and England, to explore issues affecting the pedagogies at work in the space where teachers and creative practitioners elide. An analysis of findings from teacher/pupil/parent/creative practitioner interviews and observations of classroom teaching and CPDL sessions highlighted a number of key issues in relation to pedagogies of creative writing. These are: the teachers’ lack of confidence in creative writing pedagogies, a lack of shared approaches to teaching creative writing, and the potential for shared creative pedagogies. We propose a theoretical framework based on Homi K. Bhabha’s theory of the third space that offers a framework for professional learning that enables collaboration between teachers and creative practitioners, and the emergence of shared, creative pedagogies that would nurture pupils’ creative writing.

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Darby, Mark. "Nurses: The Right and Rites to Write, Right?" Creative Nursing 21, no. 2 (2015): 115–18. http://dx.doi.org/10.1891/1078-4535.21.2.115.

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Creative writing can be used to enhance professional skills by changing point of view and imagining a different ending. An example of one nurse’s use of creative writing to improve nursing skills is demonstrated and explained.

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Dissertations / Theses on the topic "Creative and professional writing"

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Farmer, Lisa Epps. "A study of an attempt to improve the reliability of teachers' holistic scores of elementary writing through in-house professional development." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002297.

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Tafur, Suzanne P. "Japanese Culture in New Orleans." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2484.

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Currie, Susan. "Writing women into the law in Queensland." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16395/1/Susan_Currie_Thesis.pdf.

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Writing Women into the Law in Queensland consists, as well as an exegesis, of profiles of seven significant women in the law in Queensland which have been published in A Woman's Place: 100 years of women lawyers edited by Susan Purdon and Aladin Rahemtula and published by the Supreme Court of Queensland Library in November 2005. Those women are Leneen Forde, Chancellor of Griffith University and former Governor of Queensland; Kate Holmes, Justice of the Supreme Court and now of the Court of Appeal; Leanne Clare, the first female Director of Public Prosecutions; Barbara Newton, the first female Public Defender; Carmel MacDonald, President of the Aboriginal Land Tribunals and the first female law lecturer in Queensland; Fleur Kingham, formerly Deputy President of the land and Resources Tribunal and now Judge of the District Court and Catherine Pirie, the first Magistrate of Torres Strait descent. The accompanying exegesis investigates the development of the creative work out of the tensions between the aims of the work, its political context, the multiple positions of the biographer, and the collaborative and collective nature of the enterprise.

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Currie, Susan. "Writing women into the law in Queensland." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16395/.

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Writing Women into the Law in Queensland consists, as well as an exegesis, of profiles of seven significant women in the law in Queensland which have been published in A Woman's Place: 100 years of women lawyers edited by Susan Purdon and Aladin Rahemtula and published by the Supreme Court of Queensland Library in November 2005. Those women are Leneen Forde, Chancellor of Griffith University and former Governor of Queensland; Kate Holmes, Justice of the Supreme Court and now of the Court of Appeal; Leanne Clare, the first female Director of Public Prosecutions; Barbara Newton, the first female Public Defender; Carmel MacDonald, President of the Aboriginal Land Tribunals and the first female law lecturer in Queensland; Fleur Kingham, formerly Deputy President of the land and Resources Tribunal and now Judge of the District Court and Catherine Pirie, the first Magistrate of Torres Strait descent. The accompanying exegesis investigates the development of the creative work out of the tensions between the aims of the work, its political context, the multiple positions of the biographer, and the collaborative and collective nature of the enterprise.

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Craig, Patricia E. G. "A Study of the Effects of Writing Instruction Versus Writing and Reading Instruction on 10th Grade English Students." TopSCHOLAR®, 1988. http://digitalcommons.wku.edu/theses/1659.

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The effects of writing instruction as opposed to writing and reading instruction were studied on 10th grade English students’ reading comprehension and writing. Two groups (classes) completed pretests and pre-sample writing. Then, both groups were given writing instruction while only one group was given related reading skills instruction. Finally, both groups completed posttests and post-sample writings. An analysis of covariance of the pre-and posttest data was done. It revealed no significant difference between the two groups related to reading comprehension. However, a significant difference existed between the two groups related to language expression (editing skills or writing sub-skills). The group who received writing and reading instruction experienced a decline in scores. Also, the Wilcoxon signed-rank matched-pairs test indicated that both groups’ writing increased significantly. Two conclusions were reached from this study. The first conclusion related to classroom instruction. Writing instruction improves student writing. Further, direct reading skills instruction should be included only to meet a specific class need (since writing sub-skills may suffer). Therefore, integration of writing and reading instruction should be determined by class need. Second, more empirical research related to the effectiveness of the integration of writing and reading instruction is needed.

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Tooley, Sally Helene. "The Art in Teaching Writing." TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/83.

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Fitz-Gerald, Timothy A. "Cabaret Story-Telling: Building Your Act." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4808.

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This thesis adduces the benefits in teaching undergraduate theatre majors the competency to create a cabaret. It expostulates that doing so during college gives students an advantage in marketing themselves professionally. It substantiates the general lack of cohesive undergraduate training in this area. The results of a survey of casting directors, assessing the worth of implementing the study of cabaret into theatre curricula, are incorporated. Those that responded agreed that performing cabarets can play a role in a performer’s career, even if the opinions varied as to what that specific role is. There was general agreement that the study of cabaret could benefit students in ways which potentially go beyond securing immediate employment. I have included a sample syllabus for a course focusing on the construction, and performance of a cabaret. It is anticipated this would serve for a performance class taught during a student’s fourth year of undergraduate study.

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King, Willow. "Yantra: A creative writing thesis (Original writing, Poetry, Creative fiction)." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1425764.

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Bonhomme, Desmond. "Creative Writing Thesis: Poetry." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/563.

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The title of this compilation of my own creative writings is Trees, Breathe, Paper. This unique collection of poetry, short stories and prose contains a range of work, composed from 2002-2012. The thematic goal of this undertaking is to ballast as many implicit and explicit meanings as are comprehensible, and to extrapolate a distinct spectrum of latent and straightforward explanations with discernible psycho-analytical accuracy. We all know poetry is truly formless and based on springs of natural inspiration. Thus, we derive our purest inspiration from the natural world and we prune it in its unfiltered, raw state. Poetry is an externality that materializes from thin air.

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Riber, Henrik, and Pontus Sjögren. "Motivation in Creative Writing." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35292.

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This paper aims to investigate to what extent creative writing promotes motivation for EFL learners to write. A report published by the National Assessment Project (NAFS) commissioned by The Swedish National Agency for Education evaluated the national tests in English for Swedish students during 2018/2019, documenting that the Swedish students obtained the lowest English scores on writing. This result corresponds with the national test scores in English from earlier years. According to The Swedish National Agency for Education (Skolverket, 2019) motivation is a necessary component for L2 learning, and teachers are expected to play a fundamental role in creating student motivation. However, research within the area of motivation indicates that the understanding of motivation in L2 learning is limited. Likewise, the research indicates a need for the understanding of motivation to be both revised and subject to further research, both to understand the nature of motivation and to define tools on how to push motivation in L2 writing. One such tool could be creative writing (CW). Thus, to understand to what extent CW can motivate EFL learners to write, we explore recent studies that examine how different implementations of CW activities and CW courses can motivate students to write within a school context. In the study, we argue that CW motivates EFL learners to produce text. CW seems to facilitate relevance for the student and empower writing activities that consider the student’s self-interest as well as bring new life to the student’s understanding of writing. The insights of this study hold pedagogical values for L2 writing in the EFL classroom.

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Books on the topic "Creative and professional writing"

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Reflective practice: Writing and professional development. London: Paul Chapman, 2001.

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Writing workplace cultures: An archaeology of professional writing. Carbondale: Southern Illinois University Press, 2000.

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Porosky, P. H. How to fix fiction: Techniques of a professional writing consultant. Lanham, Md: University Press of America, 1995.

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Reflective practice: Writing and professional development. 3rd ed. Los Angeles: Sage, 2010.

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1954-, Buck Alyson, and Sobiechowska Paula 1959-, eds. Professional experience & the investigative imagination: The art of reflective writing. London: Routledge, 1999.

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Adams, Katherine H. A history of professional writing instruction in American colleges: Years of acceptance, growth, and doubt. Dallas: Southern Methodist University Press, 1993.

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Lowenkopf, Shelly. Secrets of successful fiction writing: A guide to techniques and approaches the professionals take for granted. Summerland, CA: Charters West, 1991.

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Weaving Words: Personal and Professional Transformation through Writing as Research. Newcastle upon Tyne: Cambridge Scholars Publishing, 2014.

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Stevens, Dannelle D. Journal keeping: How to use reflective writing for effective learning, teaching, professional insight, and positive change. Sterling, Va: Stylus Pub., 2009.

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Browne, Ann. Helping children to write: A guide for teachers and educational professionals. (s.l.): Brownes, 1990.

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Book chapters on the topic "Creative and professional writing"

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Rist, Mary, and Sasha West. "Creative Writing for Professional Writing Majors." In Exploring, Experiencing, and Envisioning Integration in US Arts Education, 143–53. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71051-8_10.

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Kemp, Donna. "Writing Back to Life." In Creative Practitioner Inquiry in the Helping Professions, 135–54. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-743-8_14.

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Calkins, Lucy, Mary Ehrenworth, and Diana Akhmedjanova. "Creating Formative Assessment Systems in the Teaching of Writing, and Harnessing Them as Professional Development." In Handbook of Formative Assessment in the Disciplines, 173–206. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315166933-8.

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Cocker, Emma. "Writing Without Writing." In The Creative Critic, 47–54. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315561059-5.

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Rose, Jean. "Creative Writing." In The Mature Student’s Guide to Writing, 116–35. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-05027-4_7.

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Rose, Jean. "Creative Writing." In The Mature Student’s Guide to Writing, 108–25. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-26557-9_7.

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Moosbrugger, Mathias. "Creative writing." In The Routledge Handbook of Medieval Rural Life, 66–80. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003194866-7.

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Golon, Alexandra Shires. "Creative Writing." In VISUAL-SPATIAL learners, 63–77. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239482-5.

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Golon, Alexandra Shires. "Creative Writing." In VISUAL-SPATIAL learners, 63–77. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239482-5.

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Raschke, Erik. "Creative Writing." In Encyclopedia of Sciences and Religions, 530–33. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_1389.

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Conference papers on the topic "Creative and professional writing"

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Moran, T. "Strong words: The creative writing of engineers." In 2008 IEEE International Professional Communication Conference (IPCC 2008). IEEE, 2008. http://dx.doi.org/10.1109/ipcc.2008.4610223.

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Weirauch, Angelika. "CREATIVE WRITING IN CONTEXT OF UNIVERSITIES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end056.

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"We present an old process developed more than a hundred years ago at American universities. It means professional, journalistic and academic forms of writing. It also includes poetry and narrative forms. Creative writing has always been at the heart of university education. Today, there are more than 500 bachelor's degree programs and 250 master's degree programs in this subject in the United States. In other fields of study, it is mandatory to enrol in this subject. After World War II, it came to Europe, first to England and later to Germany. Here, ""... since the 'Sturm und Drang' (1770-1789) of the early Goethe period, the autodidactic poetics of the cult of genius prevailed. The teachability of creative writing has been disputed ever since and its dissemination has therefore always had a hard time in Germany"" [von Werder 2000:99]. It is rarely found in the curricula of German universities. At the Dresden University of Applied Sciences, we have been practicing it for five years with great response from social work students. They learn different methods: professional writing for partners and administration, poetic writing for children's or adult groups, scientific language for their final thesis and later publications. Although we offer it as an elective, more than 80% of students choose it. Final papers are also written on these creative topics or using the methods learned. ""Writing forces economy and precision. What swirls chaotically around in our heads at the same time has to be ordered into succession when writing"" [Bütow in Tieger 2000:9]. The winners of this training are not only our former students! Children in after-school programs and youth clubs improve their writing skills through play. Patients in hospitals work on their biographies. People who only write on the computer discover slow and meaningful writing, activating their emotional system. Therefore, this paper will show how clients benefit from creative writing skills of their social workers and what gain other disciplines can expect as well."

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Mohammed, Crista, and Cathy-Ann Radix. "Creating Rhetorical Complexity: Using Popular Science Articles to Teach Abstract Writing." In 2020 IEEE International Professional Communication Conference (ProComm). IEEE, 2020. http://dx.doi.org/10.1109/procomm48883.2020.00028.

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Ćorić, Dragana. "O POTREBI PROFESIONALIZACIJE PISANjA ZAKONA." In 14 Majsko savetovanje. University of Kragujevac, Faculty of Law, 2018. http://dx.doi.org/10.46793/xivmajsko.511c.

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In this paper, we briefly give our reasons for establishing a special profession - the expert for writing draft law. The process of writing laws is far more complicated than we expected it to be. At the same time, this process is creative and researchoriented; extremely responsible and signicicant because it can impact on future from the ethical, social and political standpoints. It is also important beacuse of the balance of legal terms that are used in laws, and plain language that must be combined here.

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Bolter, Jay David, and Michael Joyce. "Hypertext and creative writing." In Proceeding of the ACM conference. New York, New York, USA: ACM Press, 1987. http://dx.doi.org/10.1145/317426.317431.

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Hossain, Md Shafaeat, Carl Haberfeld, Kate Yuan, Jundong Chen, Khandaker Abir Rahman, and Ishtiaque Hussain. "Continuous Authentication Using Creative Writing." In 2020 International Symposium on Networks, Computers and Communications (ISNCC). IEEE, 2020. http://dx.doi.org/10.1109/isncc49221.2020.9297312.

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Sellars, Harold L., and Sandra D. Lynn. "Software engineering/professional writing." In the sixteenth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1985. http://dx.doi.org/10.1145/323287.323318.

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Guangzhi, Zhao. "Relative research of creative Writing and industries about creative culture." In 2014 Conference on Informatisation in Education, Management and Business (IEMB-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/iemb-14.2014.105.

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Longo, Bernadette. "Writing like an engineering professional." In 2017 IEEE Women in Engineering (WIE) Forum USA East. IEEE, 2017. http://dx.doi.org/10.1109/wie.2017.8285605.

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Sirisamphan, Orapin. "CREATIVE INSTRUCTIONAL INNOVATION FOR PROFESSIONAL TEACHERS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0495.

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Reports on the topic "Creative and professional writing"

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Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.

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The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Concept Map", "Clustering", "Spider Map", "Cycle", "Chain of Events", "Web"), "Teaching by Example", "Sentence Stem Completion" / "Close procedures", “Stream of Consciousness”, Genre scaffolding techniques are recommended to empower learners' creative abilities to write and express themselves on any topic using the wide range of writing techniques with the relevant structure and vocabulary.

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Elabdali, Rima. Wiki-based Collaborative Creative Writing in the ESL Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5269.

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Gattrell, William, Paul Farrow, Elizabeth Costigan, Catherine Sheard, Richard White, and Christopher Winchester. Professional medical writing support increases the impact of articles reporting randomized controlled trials. Oxford PharmaGenesis Ltd, April 2016. http://dx.doi.org/10.21305/ismpp2016.001.

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Gattrell, William, Paul Farrow, Elizabeth Costigan, Catherine Sheard, Richard White, and Christopher Winchester. Professional medical writing support increases the impact of articles reporting randomized controlled trials. Oxford PharmaGenesis Ltd, April 2016. http://dx.doi.org/10.21305/ismpp2016.002.

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Gattrell, William, Paul Farrow, Elizabeth Costigan, Catherine Sheard, Richard White, and Christopher Winchester. Professional medical writing support increases the impact of articles reporting randomized controlled trials. Oxford PharmaGenesis, March 2016. http://dx.doi.org/10.21305/ismpp2016.003.

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Gattrell, William, Sally Hopewell, Kate Young, Stephen Lang, Paul Farrow, Richard White, Elizabeth Wager, and Christopher Winchester. Professional medical writing support improves the quality of reporting of randomized controlled trials. Oxford PharmaGenesis, March 2015. http://dx.doi.org/10.21305/ismppus2015.001.

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Booher, Brandon M., and Derek S. Waisanen. Introducing Professional Writing Skills to Future Naval Officers: An Adjunct to NPS Distance Learning. Fort Belvoir, VA: Defense Technical Information Center, December 2008. http://dx.doi.org/10.21236/ada493909.

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Booher, Brandon M., and Derek S. Waisanen. Introducing Professional Writing Skills to Future Naval Officers: An Adjunct to NPS Distance Learning. Fort Belvoir, VA: Defense Technical Information Center, December 2008. http://dx.doi.org/10.21236/ada494420.

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Gattrell, William, Paul Farrow, Elizabeth Costigan, Catherine Sheard, Richard White, and Christopher Winchester. Does professional medical writing support increase the impact of articles reporting randomized controlled trials? Oxford PharmaGenesis, January 2016. http://dx.doi.org/10.21305/ismppeu2016.001.

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Gattrell, William, Paul Farrow, Elizabeth Costigan, Catherine Sheard, and Richard White. Does professional medical writing support increase the impact of articles reporting randomized controlled trials? Oxford PharmaGenesis, January 2016. http://dx.doi.org/10.21305/ismppeu2016.003.

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