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ERIC Number: ED401850
Record Type: Non-Journal
Publication Date: 1995-May
Pages: 9
Abstractor: N/A
Reference Count: N/A
Learning to Write, Writing to Learn: A Study on Process-Oriented Writing in Graduate Education.
Oliver, Peter V.
Writing research papers is challenging for many graduate students. In part, this problem stems from the fact that, while many students have considerable undergraduate experience with writing prose and other narrative styles, they often have little or no experience with writing in a more technical style which includes, for example, a literature review and clear documentation of sources. This paper assesses the effects of a writing workshop with eight graduate students working toward doctorates in clinical psychology. The workshop exercises were designed to accomplish three goals: (1) "normalize" students' concerns about their writing; (2) improve their basic technical writing skills; and (3) increase their motivation to write and to learn about technical writing. After the workshop, students reported that they were relieved to know they were not the only ones with concerns about writing, they had more confidence about their writing and less fear about writing. Although there were signs that participants' writing may have improved, it remains to be seen whether the improvement will be sustained over time. (Contains 13 references.) (MAH)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A