Building Scholarly Writers: Student Perspectives on Peer Review in a Doctoral Writing Seminar.

doi:10.1080/08841233.2014.995333

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Building Scholarly Writers: Student Perspectives on Peer Review in a Doctoral Writing Seminar.

Journal Article•DOI•

Building Scholarly Writers: Student Perspectives on Peer Review in a Doctoral Writing Seminar.

Indiana University – Purdue University Indianapolis¹

11 May 2015-Journal of Teaching in Social Work (Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals)-Vol. 35, pp 213-225

TL;DR: This article used narrative analysis to organize student comments into themes such as initial trepidation, no pain, no gain, and writing as relationship, and found that students transitioned from cautious reluctance about peer review to embracing it as a necessary part of the writing and publication process.

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Abstract: Peer review was used as a primary pedagogical tool in a scholarly writing course for social work doctoral students. To gauge student response to peer review and learning as a result of peer review, the instructor used narrative analysis to organize student comments into themes. Themes identified included initial trepidation, “no pain, no gain,” and writing as relationship. Students transitioned from cautious reluctance about peer review to embracing it as a necessary part of the writing and publication process. As a profession that values collaboration, social work doctoral programs may benefit by encouraging peer support to enhance student writing and scholarly productivity.

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Journal Article•DOI•

Writing the doctoral thesis differently

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Ruth Weatherall¹•Institutions (1)

University of Technology, Sydney¹

01 Feb 2019-Management Learning

TL;DR: A doctoral thesis is a testament to years of anxiety, excitement, confusion, terror and passion as mentioned in this paper. But a thesis is much more than just an output of learning, it is a formative process t...

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Abstract: Writing a doctoral thesis is a testament to years of anxiety, excitement, confusion, terror and passion. A thesis is, however, much more than just an output of learning. It is a formative process t...

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35 citations

Cites background from "Building Scholarly Writers: Student..."

...Peer writing with fellow doctoral students is frequently depicted as a positive method for developing a researcher identity as doctoral students are able to share their concerns and develop their writing within a like-minded group (Wegener et al., 2016; Adamek, 2015)....
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...The doctoral process can be one of immense uncertainty in which doctoral students struggle to craft a secure scholarly identity (Hay and Samra-Fredericks, 2016; Kamler and Thomson, 2006) and students often rely on their peers to provide guidance (Wegener et al., 2016; Adamek, 2015)....
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...[Vignette written after doctoral group meeting in January 2017] There is an emphasis that doctoral writing ought to be conducted within a social context in order for doctoral students to learn about peer review in academia (Adamek, 2015)....
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Journal Article•DOI•

Threshold Concepts in Doctoral Education: A Framework for Writing Development in Novice Nurse Scientists.

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Deborah E. Tyndall¹, Kerri B. Flinchbaugh¹, Nicole I. Caswell¹, Elaine S. Scott•Institutions (1)

East Carolina University¹

01 Jan 2019-Nurse Educator

TL;DR: Threshold concepts in writing are examined for their applicability to the evolution of writing in PhD nursing students as they begin to think and write like nurse scientists.

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Abstract: Pedagogical practices for writing development in doctoral programs are often the by-product of completing dissertation research and may lack deliberate strategies to assist students with complex genres of writing. This article proposes a framework for doctoral education to assist students with mastery of threshold concepts in writing. Threshold concepts in writing are examined for their applicability to the evolution of writing in PhD nursing students as they begin to think and write like nurse scientists.

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16 citations

Journal Article•DOI•

Strategies for developing a writing community for doctoral students

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Kathryn Roulston, Deborah Teitelbaum, Bo Chang, Ronald E. Butchart

17 Nov 2016

TL;DR: Understanding is contributed to what is needed for faculty who are not writing instructors to facilitate groups of this sort, and strategies that might be used to inform faculty in the development of writing communities for doctoral students are discussed.

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Abstract: Purpose The purpose of this paper is to present considerations for developing a writing community for doctoral students. Design/methodology/approach The paper reflects on data from a self-study of a writing seminar in which the authors were involved. The authors examined students’ writing samples and peer-review comments, email correspondence, online discussion board postings, meeting minutes and participants’ reflections on their participation in the seminar. Findings While doctoral students described benefits from their participation in the writing seminar, the paper provides a cautionary tale concerning the challenges that can arise in the development and delivery of interventions that focus on developing writing communities involving doctoral students. Research limitations/implications This article draws on findings from an examination of a writing intervention to consider potential challenges that faculty and students face in developing writing communities. Findings may not apply to other kinds of settings, and they are limited by the small number of participants involved. Practical implications The paper discusses strategies that might be used to inform faculty in the development of writing communities for doctoral students. Social implications The authors’ experiences in developing and delivering a writing seminar highlight the importance of the process of trust-building for students to perceive the value of feedback from others so that they can respond to the technical demands of doctoral writing. Originality/value There is a growing body of work on the value of writing interventions for doctoral students such as retreats and writing groups. These are frequently facilitated by faculty whose area of expertise is in teaching writing. This paper contributes understanding to what is needed for faculty who are not writing instructors to facilitate groups of this sort. Participants must demonstrate a sufficient level of competence as writers to review others’ work; develop trusting, collegial relationships with one another; and be willing to contribute to others’ development and make a commitment to accomplishing the required tasks.

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11 citations

Journal Article•DOI•

Social Work Doctoral Program Administration: Current Status, Information Needs, and Capacity to Address Persistent Critiques

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Patricia McGovern, Sheryl Zimmerman

02 Oct 2018-Journal of Social Work Education

TL;DR: In this paper, the authors identify doctoral administration and education standards, practices, policies, and related gaps in knowledge, and consider them in the context of persistent social work challenges, and suggest strategies for those in doctoral education to be better informed and simultaneously shape the profession.

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Abstract: The purpose of this article is to identify doctoral administration and education standards, practices, policies, and related gaps in knowledge, and consider them in the context of persistent social work challenges. A literature review was conducted, and focus groups were convened at the 2016 conference of the Group for the Advancement of Doctoral Education in Social Work, focusing on cultural climate; faculty, staff, program, and higher administration; student admissions; student preparation; and student products. Major themes from the study include doctoral education remains understudied and unexplored, existing research is outdated, and focus groups fill research gaps and provide practical solutions. Findings suggest strategies for those in doctoral education to be better informed and simultaneously shape the profession.

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10 citations

Cites background from "Building Scholarly Writers: Student..."

...Further tied to publications, for-credit writing courses that incorporate peer review increase student writing productivity and quality (Adamek, 2015; Mandell, Shalan, Stalker, & Caragata, 2015); data indicate that 39% of GADE member schools require a writing course (Drisko et al., 2015)....
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...Further tied to publications, for-credit writing courses that incorporate peer review increase student writing productivity and quality (Adamek, 2015; Mandell, Shalan, Stalker, & Caragata, 2015); data indicate that 39% of GADE member schools require a writing course (Drisko et al....
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Journal Article•DOI•

Demystifying Academic Writing in the Doctoral Program: Writing Workshops, Peer Reviews, and Scholarly Identities

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Bjørn Sletto¹, Kristine Stiphany², Jane Futrell Winslow³, Andrea Roberts³, Marla Torrado, Alejandra Reyes⁴, Ariadna Reyes⁵, Juan G. Yunda⁶, Christina Wirsching¹, Kwangyul Choi⁷, Kristina Tajchman¹ - Show less +7 more•Institutions (7)

University of Texas at Austin¹, Texas Tech University², Texas A&M University³, University of California, Irvine⁴, University of Pennsylvania⁵, Pontifical Xavierian University⁶, University of Calgary⁷

13 Apr 2020-Planning Practice and Research

TL;DR: This article discussed a course at The University of Texas at Austin which sought to facilitate doctoral students' development of scholarly articles while simultaneously fostering their sense of self-confidence and self-motivation.

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Abstract: This article discusses a course at The University of Texas at Austinwhich sought to facilitate doctoral students’ development of scholarly articles while simultaneously fostering their sense of sch...

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5 citations

Cites background from "Building Scholarly Writers: Student..."

...From a constructivist perspective, the goal of constructivist writing pedagogies is to ‘infuse’ (Adamek, 2015) writing throughout the curriculum by incorporating students, their peers, and their mentors into a structured process of writing, peer-review and revision....
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...a constructivist perspective, the goal of constructivist writing pedagogies is to ‘infuse’ (Adamek, 2015) writing throughout the curriculum by incorporating students, their peers, and their mentors into a structured process of writing, peer-review and revision....
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...Research in writing pedagogies suggests that a workshop format furthers students’ understanding of the centrality of writing for knowledge production (Adamek, 2015; Dowling et al., 2012; Aitchison & Lee, 2006) and fosters students’ critical appreciation of writing as a principal means to enter…...
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...Research in writing pedagogies suggests that a workshop format furthers students’ understanding of the centrality of writing for knowledge production (Adamek, 2015; Dowling et al., 2012; Aitchison & Lee, 2006) and fosters students’ critical...
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...As social constructivist research in writing pedagogies suggests, such a collective approach to writing prevents it from becoming a ‘silent struggle’ (Adamek, 2015, p. 214; see also Boud & Lee, 2005; Ferguson, 2009)....
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References

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Book•

Bird by Bird: Some Instructions on Writing and Life

[...]

Anne Lamott

04 Oct 2008

TL;DR: An essential volume for generations of writers young and old, Bird by Bird is a modern classic as discussed by the authors, with advice that begins with the simple words of wisdom passed down from Anne's father, in the iconic passage that gives the book its title.

...read moreread less

Abstract: An essential volume for generations of writers young and old, Bird by Bird is a modern classic. This twenty-fifth anniversary edition will continue to spark creative minds for years to come. For a quarter century, more than a million readers—scribes and scribblers of all ages and abilities—have been inspired by Anne Lamott’s hilarious, big-hearted, homespun advice. Advice that begins with the simple words of wisdom passed down from Anne’s father—also a writer—in the iconic passage that gives the book its title: “Thirty years ago my older brother, who was ten years old at the time, was trying to get a report on birds written that he’d had three months to write. It was due the next day. We were out at our family cabin in Bolinas, and he was at the kitchen table close to tears, surrounded by binder paper and pencils and unopened books on birds, immobilized by the hugeness of the task ahead. Then my father sat down beside him, put his arm around my brother’s shoulder, and said, ‘Bird by bird, buddy. Just take it bird by bird.’”

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313 citations

"Building Scholarly Writers: Student..." refers background in this paper

...In a similar fashion, second drafts, or the “up draft” (Lamott, 1995) are brought to class about 4 weeks later for an in-class peer review....
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...The final or “dental” draft (Lamott, 1995) is submitted to the instructor at the end of the semester for a grade....
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Journal Article•DOI•

Teaching Doctoral Students to Become Scholarly Writers: The importance of giving and receiving critiques

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Rosemary S. Caffarella¹, Bruce G. Barnett•Institutions (1)

University of Northern Colorado¹

01 Mar 2000-Studies in Higher Education

TL;DR: This article found that preparing and receiving critiques from professors and peers was perceived to be the most influential element in helping students understand the process of scholarly writing and in producing a better written product, and that two factors integral to the critiquing process were responsible for building their confidence as academic writers: personalized face-to-face feedback and the iterative or ongoing nature of the critiques they received.

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Abstract: Data were gathered from 45 doctoral students through focus groups, observations, and written and oral reflections to ascertain their perceptions of a specific teaching process (the Scholarly Writing Project), which was designed to assist these students in learning how to do academic writing. It was found that preparing and receiving critiques from professors and peers was perceived to be the most influential element in helping them to understand the process of scholarly writing and in producing a better written product. More specifically, these students believed that two factors integral to the critiquing process were responsible for building their confidence as academic writers: personalized face-to-face feedback; and the iterative or ongoing nature of the critiques they received. In addition, these students emphasized that although the critiquing process was powerful and useful, it was also highly emotional and at times frustrating. The findings suggest that, in teaching scholarly writing, instructors s...

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294 citations

"Building Scholarly Writers: Student..." refers background in this paper

...Doctoral students in educational leadership who participated in evaluating one “Scholarly Writing Project” in fact identified peer review as the most influential aspect of the course and of their learning about how to write for publication (Caffarella & Barnett, 2000)....
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...…used successfully as well in a wide variety of courses including English as a Foreign Language (Yang, 2011), English composition (Ching, 2007; Chiu, Wang, & Wu, 2007; Yuehchiu, 2007), psychology (Cho, Schunn, & Charney, 2006; Covill, 2010), and educational leadership (Caffarella & Barnett, 2000)....
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Journal Article•DOI•

Bringing in the Reader Addressee Features in Academic Articles

[...]

Ken Hyland¹•Institutions (1)

City University of Hong Kong¹

01 Oct 2001-Written Communication

TL;DR: The authors examined the dialogic nature of persuasion in research writing through the ways writers (a) address readers directly using inclusive or second person pronouns and interjections and (b) position them with questions, directives, and references to shared knowledge.

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Abstract: Much of the literature concerning participant relationships in academic writing has discussed features that project the stance, identity, or credibility of the writer, rather than examining how writers engage with readers. In contrast, this article focuses on strategies that presuppose the active role of addressees, examining six key ways that writers seek explicitly to establish the presence of their readers in the discourse. Based on an analysis of 240 published research articles from eight disciplines and insider informant interviews, the author examines the dialogic nature of persuasion in research writing through the ways writers (a) address readers directly using inclusive or second person pronouns and interjections and (b) position them with questions, directives, and references to shared knowledge. The analysis underlines the importance of audience engagement in academic argument and provides insights into how the discoursal preferences of disciplinary communities rhetorically construct readers.

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263 citations

Journal Article•DOI•

Bending Gender, Ending Gender: Theoretical Foundations for Social Work Practice with the Transgender Community

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Barb J. Burdge¹•Institutions (1)

Manchester University¹

01 Jul 2007-Social Work

TL;DR: It is argued that the transgender community is an at-risk population and that empowering practice with this population calls on social workers to target society's traditional gender dichotomy for change.

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Abstract: Gender is a ubiquitous social construct that wields power over every individual in our society. The traditional dichotomous gender paradigm is oppressive, especially for transgendered people whose sense of themselves as gendered people is incongruent with the gender they were assigned at birth. Transgendered individuals are targeted for mistreatment when others attempt to enforce conventional gender boundaries. This article discusses gender-based oppression and the resulting psychosocial difficulties experienced by many transgendered individuals. The discussion advances a critical analysis of the dominant gender paradigm using two alternative theoretical perspectives on gender--queer theory and social constructionism. The article argues that the transgender community is an at-risk population and that empowering practice with this population calls on social workers to target society's traditional gender dichotomy for change. An overview of practice implications and research needs is provided.

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206 citations

"Building Scholarly Writers: Student..." refers background in this paper

...Nevertheless, a number of manuscripts that started out as concept papers in the course went on to be published, which is a desirable outcome (Burdge, 2007; Busch & Folaron, 2005; Deka, 2007; Lewis, 2007)....
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Journal Article•DOI•

Commenting on Writing Typology and Perceived Helpfulness of Comments from Novice Peer Reviewers and Subject Matter Experts

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Kwangsu Cho¹, Christian D. Schunn², Davida Charney¹•Institutions (2)

University of Texas at Austin¹, University of Pittsburgh²

01 Jul 2006-Written Communication

TL;DR: The authors examined the types of comments that reviewers produce as well as their perceived helpfulness, and found that students found directive and praise comments helpful, while the instructor's comments were predominantly directive and rarely summative.

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Abstract: How do comments on student writing from peers compare to those from subject-matter experts? This study examined the types of comments that reviewers produce as well as their perceived helpfulness. Comments on classmates’ papers were collected from two undergraduate and one graduate-level psychology course. The undergraduate papers in one of the courses were also commented on by an independent psychology instructor experienced in providing feedback to students on similar writing tasks. The comments produced by students at both levels were shorter than the instructor’s. The instructor’s comments were predominantly directive and rarely summative. The undergraduate peers’ comments were more mixed in type; directive and praise comments were the most frequent. Consistently, undergraduate peers found directive and praise comments helpful. The helpfulness of the directive comments was also endorsed by a writing expert.

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200 citations