ERIC Number: ED415792
Record Type: RIE
Publication Date: 1997-Nov
Teaching Doctoral Students Writing: Negotiating the Borders between the World of Practice and Doctoral Study.
Caffarella, Rosemary S.; Barnett, Bruce G.
Part of the transition process for students in educational leadership programs is mastery of the scholarly writing process. To address this need, the faculty of a southwestern university designed a scholarly writing project for incoming doctoral students. This paper presents the results of a study of student responses to the critiquing process used in the project. The subjects, all professional educators, included all students who were currently enrolled or had graduated in the last 4 years. Data collected from the student cohort (n=10) during the first semester of graduate study (when they were first introduced to the scholarly writing process), included students' written and verbal reactions and journal entries documenting their reactions. Additional data was derived from focus interviews with all students (n=37) over the four-year period. Analysis of the data showed that the critiquing process was perceived as the most influential element in understanding the scholarly writing process and producing an adequate scholarly product. Although most students expressed doubts before beginning the course about their ability to critique others, by the end of the course, most felt the process allowed them to view their own writing more objectively (although some still expressed uncertainty about the critiquing process). (Contains 21 references.) (CH)
Descriptors: Criticism, Doctoral Programs, Faculty Publishing, Graduate Students, Higher Education, Peer Influence, Scholarly Journals, Scholarly Writing, Self Evaluation (Individuals), Student Journals, Writing (Composition), Writing Evaluation, Writing for Publication, Writing Instruction, Writing Skills
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Convention of the University Council for Educational Administration (Orlando, FL, October 31-November 2, 1997).