ERIC Number: ED471830
Record Type: RIE
Publication Date: 2002-May
Joining the Conversation: Graduate Students' Perceptions of Writing for Publication.
Nielsen, Sarah M.; Rocco, Tonette S.
A qualitative study explored the nature of the writing process for graduate students. Research questions were what students' perceptions of the writing process is; whether students think learning to write better has value in their careers; how graduate students learn the writing process; and in what ways a course in writing for publication is valuable in terms of personal and professional growth. Data were collected from eight students in a class on writing for publication using these sources: a survey, interview, writing samples, artifacts from class, and field notes. Preliminary analyses produced these three themes: writing philosophy, defined as the nature of one's understanding of writing; writing process, or knowledge of a series of actions leading to a final product; and understanding writing, defined as the ability to understand one's own writing habits, strengths, and weaknesses. Findings indicated that, while the participants found value and purpose in writing and scholarly writing, they had great difficulty with criticism and using feedback in constructive ways. (29 references) (YLB)
Descriptors: Academic Discourse, Authors, Educational Research, Feedback, Graduate Students, Graduate Study, Individual Development, Metacognition, Professional Development, Publish or Perish Issue, Qualitative Research, Scholarly Writing, Self Evaluation (Individuals), Student Attitudes, Student Evaluation, Student Improvement, Writing for Publication, Writing Improvement, Writing Processes, Writing Skills, Writing Strategies
Adult and Community College Education, Box 7801, North Carolina State University, Raleigh, NC 27695-7801 ($30). For full text: http://www.ncsu.edu/ced/acce/aerc/start.pdf.
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 Meeting of the Adult Education Research Conference (43rd, Raleigh, NC, May 24-26, 2002).