For
the informational report, I interviewed certified
Speech-Language Pathologist (SLP), Elizabeth Delsandro. We first discussed how
she got interested in the profession and for how long she has been a part of
it. These questions eventually led the interview to how she writes for her
field. We discussed the ranging purposes her writing would be for, such as
documenting progress, informing, and planning. She then told me how the writing
in her field varied between her different audiences, such as progress reports
for the insurance companies, notes for the client’s family, logging an
individual’s progress for fellow colleagues, and writing future plans for
therapy sessions. Papers for clients were described as being briefer, in order
to ensure the individual(s) can understand the writing. Furthermore, she
informed me that the writing would become lengthier, more methodical, and more
technical for insurance companies and administrators in a school districts
where the information is meant to build a case for the client. Additionally, the
writing for SLPs change for grants, usually supplying a very specific set of
guidelines for them to follow. As an SLP, you have to be very conscious of your
audience and purpose. We discussed what she learned and did not learn in
undergraduate and graduate school as well. She explained that school did not
prepare her as well for changing writing as the settings change. Additionally,
she told me what makes a good SLP writer:
must be factual, use clinical judgment, write in 3rd person, and you
must write succinctly and objectively. To inform is the main purpose as you
write in Speech-Language Pathology. She emphasized the importance of being a keen observer and translating
what you see onto paper. Lastly, she said she would tell possible future SLPs
to prepare to communicate clear and effectively, using a wide range of
vocabulary, good organization, and proper grammar skills.
Language Evaluation
Report
The first source is an academic language evaluation report. This report covers one of the
main categories of writing for Speech-Language Pathologists. It provides a very
detailed, objective, and lengthy report on Olivia Brown’s ability to
communicate and whether or not she is language impaired. This report, and many
like it, is geared towards diagnosing and informing the insurance companies and
authorities in the school district on how to place the child in the correct therapy and school system. The role for this report is to inform and give a complete
description of the client’s abilities. Additionally, the report is organized
very well, with headings and graphs, in order to give a clear report to move
the patient forward in the process.
Proposal/grant
This source may be
considered non-academic as it is written by someone with a bias, trying
to persuade individuals into providing the grant funds. However, it is another very
important category for writing in speech pathology. This report is geared
towards a specific audience with a specific role/purpose: to persuade the organization
into getting funds for ipads and charging/syncing cart for the speech/language
therapy. It is also organized in a specific manner with headings and detail,
but not as much SLP jargon like the evaluation reports.
Research paper
This last source is academic as it
provides a very objective, well-informed, professional standpoint. This
important category for SLPs is to relay important findings and research that
was conducted in a very specific area in their field. Therefore, this research
paper discussing “The Effects of Parental Training on Early Intervention in
Speech-Language Pathology” is geared towards very specific professional
individuals. The paper is very organized with headings and a multitude of
citations. The key role for this source is to inform and prompt discussion between professionals on
the topic.
Overall, Shihadah’s piece “To Communicate for Those Who Cannot: Writing in Speech-Language Pathology” is a well written take on what it’s like to go into Speech-Language Pathology. She conducted an interview with an SLP, quoting her in the text over how she became interested in SLP and how SLPs write within their profession. This was a detailed piece with incite over what SLPs daily work requires in terms of writings geared towards prospective students going into this field. The subtitles were broken up into four categories of writing done in SLP, allowing for a smooth flow and transition between.
ReplyDeleteThree non academic pieces were analyzed, including a graph, which was a great addition and nicely broke up the text to allow the reader to understand how visual data of this field could be used in context. Sources were relevantly included appropriately to add to the ideas being discussed.
Non academic writings in SLP include blogs and emails. Shihadah set up the non academic section seamlessly through sources providing examples of how SLPs use these medias involved. Points are made over how these are most commonly used in terms of communication between colleagues to share ideas.
Improvements to be considered could be to include differentiating statements on which pieces are academic versus non academic and why. This explanation could cover the different audiences, purposes, and structures between the two genres. It can be noted that this profession is near to Shihadah throughout the text by the way a narrative voice peaks through in the end. This could be cleaned up specifically in the in the non academic section to keep the report as formal as the beginning.