TY - JOUR
T1 - Entering a community of writers
T2 - The writing center, doctoral students, and going public with scholarly writing
AU - Fry, Sara Winstead
AU - Keith, Melissa
AU - Gardner, Jennifer
AU - Gilbert, Amanda Bremner
AU - Carmona, Amanda
AU - Schroeder, Sabrina
AU - Kleinsasser, Audrey
N1 - Publisher Copyright:
© 2019 Nova Southeastern University. All rights reserved.
PY - 2019
Y1 - 2019
N2 - In addition to taking advanced courses, graduate students navigate a potentially challenging transition of learning to write for publication. We, the authors, explored solutions to this transition with a study designed to explore the research questions: How does a systematic effort to help doctoral students enter a community of writers via writing center collaboration influence doctoral students’: (1) proficiency with academic writing, (2) writing apprehension, (3) self-efficacy as writers, and (4) comfort with “going public” with their writing? We used a collaborative, multi-layered self-study research approach because it allowed us to focus on critical examination of teaching practices that are of interest to the practitioner/researcher and to the greater educational community. Authors/participants include the co-director of a university Writing Center; two professors of a doctoral-level qualitative research methods course; four doctoral students who participated in a series of writing center collaborations; and one master’s student who served as a writing center consultant. These four perspectives provide unique insights into how writing center collaborations supported graduate students in developing their writing proficiency and efficacy, helping to initiate them into a community of writers who “go public” with their scholarship.
AB - In addition to taking advanced courses, graduate students navigate a potentially challenging transition of learning to write for publication. We, the authors, explored solutions to this transition with a study designed to explore the research questions: How does a systematic effort to help doctoral students enter a community of writers via writing center collaboration influence doctoral students’: (1) proficiency with academic writing, (2) writing apprehension, (3) self-efficacy as writers, and (4) comfort with “going public” with their writing? We used a collaborative, multi-layered self-study research approach because it allowed us to focus on critical examination of teaching practices that are of interest to the practitioner/researcher and to the greater educational community. Authors/participants include the co-director of a university Writing Center; two professors of a doctoral-level qualitative research methods course; four doctoral students who participated in a series of writing center collaborations; and one master’s student who served as a writing center consultant. These four perspectives provide unique insights into how writing center collaborations supported graduate students in developing their writing proficiency and efficacy, helping to initiate them into a community of writers who “go public” with their scholarship.
KW - Graduate Students
KW - Qualitative Research
KW - Self-Study
KW - Writing
KW - Writing Apprehension
KW - Writing Center
UR - http://www.scopus.com/inward/record.url?scp=85078828437&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:85078828437
VL - 24
SP - 2832
EP - 2850
JO - Qualitative Report
JF - Qualitative Report
IS - 11
M1 - 8
ER -