Writing for Social Sciences and Humanities: Bridge Programs and Improving Graduate Student Outcomes

Abstract

Graduate student writing is an under-attended to challenge for many incoming graduate students, whose skill levels often do not match the expectations of their graduate programs. Utilizing socialization theory as a foundation, we propose a Writing Bridge Program model to quickly, affordably, and clearly, develop graduate student writing, improve retention, and demystify the hidden curriculum. This article lays out the need for explicit graduate writing instruction and offers a model for meeting this need, particularly in low-resource environments. In order to evaluate the success of the program, we look at qualitative student comments regarding their experience in the Writing Bridge Program. We offer evidence for how dedicated writing programs can impact student attitudes toward the writing process through improved confidence and familiarity, and by decreasing feelings of impostor syndrome and isolation.