摘要：Studies examining student writing challenges often fail to consider how instructors' perspectives align with students' perspectives. The present study is designed to help improve writing instruction and support by analyzing comparative data on student (n=244) and instructor (n=44) perceptions of writing assignments and process activities within one social-work department. Results indicate that students and instructors differ in how they label and understand primary writing genres, creating potential challenges for successful instruction, and that they also differ in how they use or recommend writing process activities. By recommending outside support resources rather than integrating writing into in-class activities, instructors may be unintentionally inhibiting students' writing abilities by encouraging a grade-driven instrumental attitude toward writing. Further interdisciplinary writing instruction and resources and enhanced instructor preparation may help improve how effectively students enact primary social work genres.
