Emerging Writer Worksheet

Grand Canyon University: RES-815

Thematic Matrix

Coffman, Putman, Adkisson, Kriner, and Monaghan (2016)

Garcia and Yao (2019)

Inouye and McAlpine (2017)

Scholarly identity on p. 34
Student feedback
Doctoral education
Scholars and scholarly on p. 30
Scholar, scholarly identity, and scholarship (part 2)
Student feedback (p. 3 to 4 and p. 14 to 16)
Identity and identification (p. 34)
Doctoral education (parts 1 and 5)
Scholarly identity (p. 14)
Student feedback (p. 32)
Socialization (parts 1 and 3)
Research (p. 4)
Socialization on p. 31
Writing skills and online learning
Agency and networking

The two common themes from the three articles above,which are synthesized themes for the paper are:

Theme 1: scholarly identity

Theme 2: student feedback

Finding Evidence to Support Themes

Theme One:
Scholarly identity
Coffman, Putman, Adkisson, Kriner, and Monaghan (2016)
This article explains that people may perceive scholarly identity in a “one-to-many relationship” aspect, i.e., as one component of various attributes.
Besides, the article defines a scholar as an individual centralizing their education, experiences, and possessions to shape their scholarly identity with time effectively.
Furthermore, since individuals must integrate various roles and identities, the authors state that scholarly identity is a process that comes alongside multiple struggles.
Garcia and Yao (2019)
This article explains that online scholarly communities undergo the same process in developing scholarly identity. Therefore, of importance is understanding and facilitating online doctoral students as they pursue the new online education, trying to make sense of their scholarly identity.
Students undertake doctoral programs to become scholars capable of discovering, applying, and disseminating knowledge. Therefore, doctoral students need to acquire the necessary knowledge and skills to accomplish their programs.
Instructors provide support to doctoral students through empathy and consideration.
Inouye and McAlpine (2017)
McAlpine et al. (2014) explain that scholarly identity is interwoven around networking, intellect, and the institution. Understanding the essence of scholarly identity requires people to comprehend the scholars’ differences in previous education, background, and the contexts the individuals embed themselves.
This article portrays scholarly identity as an area where an individual becomes established within a specific discipline and institution considering their contribution in exploration.
Synthesis
Doctoral students have the ability to transform their knowledge into habits and skills in an evolving process of scholarly identity.
Theme Two:
Student Feedback
Coffman, Putman, Adkisson, Kriner, and Monaghan (2016)
Feedback is an area in which doctoral student’s growth process is validated by developing through interactions and opportunities to create knowledge for themselves and others.
Transformative learning effectively creates an environment of learning that allows for reflection, collaboration, and feedback. Feedback gives positive comments validating a scholar’s efforts.
Garcia and Yao (2019)
The authors explain how continuous feedback keeps students engaged, assisting them to develop confidence and skill, while developing their scholarly identities. This allows students to become great scholarly writers resulting from peer and faculty critique and face-to-face feedback.
According to Cotterall (2011), instructor feedback is crucial for student assignments because it helps them correct their work in various aspects to become scholarly writers.
Inouye and McAlpine (2017)
Hattie & Timperley (2007) define feedback as that information given from an experience, a peer, or an instructor to show the various aspects of understanding.
This article shows that feedback shows the areas where the instructor feels is a gap between the presented work and what is expected. Students can grow to gain scholarly identity through effective engagement with feedback and clarification of what needs improvement.
Synthesize
Topic sentence:
Doctoral students have a greater privilege by their ability to develop a strong scholarly identity. If they engage in timely and continuous feedback through collaboration with their instructors, they will be successful in their doctoral journey.

Forming a Thesis Statement

List your two synthesized topic sentences to create your thesis statement.

Topic sentence 1:Doctoral students have the ability to transform their knowledge into habits and skills in an evolving process of scholarly identity.
Topic sentence 2:Doctoral students have a greater privilege by their ability to develop a strong scholarly identity. If they engage in timely and continuous feedback through collaboration with their instructors, they will be successful in their doctoral journey.

Doctoral students develop scholarly identity by actively engaging in the Doctoral education process and instructor and peer feedback; this process becomes complete through assessment, feedback, and reflection by engaging in the academic community.

Organizing the Argument

Introduction
Engaging statement

Developing a scholarly identity for most doctoral students has become a critical requirement as they aim to enhance their education while changing their goals and experiences. Inouye & McAlpine (2017) explain that scholarly identity is based on an individual’s specialty and their contribution to the specific field and institution.

Contextualize topic

Doctoral students can develop scholarly identities through active, reflective practices, self-motivation, and being open to continuous feedback. These factors are key to our transition to developing scholarly identity and becoming renowned scholars.

Contextualize themes

New doctoral students must understand how they can come together and integrate their different areas of expertise to enter the academic community and become scholarly identities. According to Coffman et al. (2016), doctoral students can use the terms “scholar” and “expert” interchangeably. Besides, as new Doctoral students, the doctoral programs allow us to engage in education while specializing in our strengths. As a result, we are sufficiently prepared for the specific academic discipline we enroll for, creating better chances for careers in the future after gaining advanced levels of knowledge and skills.

Thesis statement

Scholarly identity for doctoral students reflects on how individuals gain the required knowledge and skills to translate into identifying themselves as scholars or experts.

Theme 1
Topic sentence:

Doctoral students can transform their knowledge into habits and skills in the constantly evolving process of scholarly identity.

Evidence from 3 articles
Coffman et al. (2016) explain that students’ process to become researchers and achieve scholarly identity entails development and transformation beyond that undergone by students at the undergraduate and master’s levels.
New students have been assisted in developing scholarly identities as they continue gaining the necessary skills and habits for pursuing specific doctoral programs. Besides, Garcia & Yao (2019) address thefoundations related to educational inquiry and personal development. These further ensure students acquire analytical and critical thinking skills.
Inouye & McAlpine (2017) explain that participants demonstrate differences in agency as they work towards developing scholarly identity. Moreover, the authors explain that looking closely at the participants’ individual perceptions and experiences may help understand this trajectory.
Transition statement to next theme

Solid scholarly identity encompasses various activities, and research shows that the journey of Doctoral students requires close collaboration with self-assessment and feedback.

Theme 2
Topic sentence
Doctoral students have a better opportunity to develop a robust scholarly identity by engaging in timely and continuous feedback through collaboration with their instructors.
Evidence from 3 articles

In the study by Coffman et al. (2016), participants explained that sharing their ideas with the group helped them receive positive and supportive feedback, allowing for a better submission of their work. Most participants say that feedback helped increase their knowledge.

Garcia & Yao (2019) state that students could develop more skill and confidence in scholarly writing due to feedback and engagement. The students’ socialization process is as crucial as instructor presence because it allows for engaging students in continuous engagement and feedback to help each other improve critical thinking.

Scholarly identity is closely related to student feedback, clarification, and self-assessment. Inouye & McAlpine (2017) explain that participants were better able to understand the research process and develop confidence in research and writing through active engagement with feedback for proposal revision.

Conclusion
Support thesis statement

Scholarly identity for most Doctoral students necessitates transactional learning processes to allow for student engagement and continuous feedback, which enhance self-reflection, self-motivation, and self-satisfaction.

Summarize theme points

The articles presented in this study center around developing a strong scholarly identity during a student’s education and career. However, each article takes a different approach, which determines the methodology and findings outcomes. On the one hand, Inouye & McAlpine (2017) focus on the influence of supervisor feedback in students’ development of scholarly identity and the interrelation between personal experiences, perceptions, and feedback in enhancing the degree of agency to enhance scholarly growth.

On the other hand, Coffman et al. (2016) explain the interchangeability of the terms “scholar” and “expert” using Communities of Practice (CoPs) to enhance scholarly identity among Doctoral students.

Lastly, Garcia & Yao (2019) explore students’ development of scholarly identity through socialization. The authors complete this study in two theoretical frameworks, which point to interaction as a necessity that enhances effectiveness in distance education. These theoretical frameworks are the graduate socialization framework and model of online learning.

Future research recommendations

Scholars need to conduct qualitative studies of socialization, especially for Doctoral students. Also, researchers should document students’ perception of written feedback and the structural and attitudinal factors that create the challenge for achieving scholarly identity.

Reflecting on the Process

Doctoral students need innovative ways to learn the synthesis process. The Emerging Writer Worksheet has played this role sufficiently. While understanding articles and filling the thematic matrix has been something very new in the course of study, it is essential for facilitating the synthesis process among Doctoral students. Reflecting upon the synthesis process has given the writer a new way of processing information available through the articles and enforcing habits previously acquired throughout the academic history. Usually, most information is read and categorize as instructed, but it is still challenging to organize the conclusions and effectively create a transformation to formal writing. During the synthesis process, a challenge the writer faced was creating a transition statement to the following theme. The guiding video clearly stated that transitions are supposed to be written in clear language and ensure they engage the audience to the specific point of view.

In this light, students must continue practicing the synthesis process to develop their scholarly identity as Doctoral students. The assignment has been enlightening by helping students realize that the synthesis process requires a combination of information from multiple sources with various aspects in common. Doctoral students are primarily required to identify key themes to have inclusive points for the assigned readings. It was specifically surprising to find out that understanding and completing the assignment was easier than most students had imagined. The primary concern when pursuing a Doctoral education is making good grades. Therefore, it is imperative for doctoral students to understand the main point of their lessons and ensure they maintain learning and improve their writing. Besides, the assignment should challenge emerging writers to become better in their education. While there is always room to improve, the Emerging Writer Worksheet assignment was crucial in enhancing patience and confidence needed to successfully pursue aDoctoral education.

References

Coffman, K., Putman, P., Adkisson, A., Kriner, B., & Monaghan, C. (2016). Waiting for the expert to arrive: Using a community of practice to develop the scholarly identity of doctoral students. International Journal of Teaching and Learning in Higher Education, 28(1), 30-37. Retrieved from http://www.isetl.org/ijtlhe/

Cotterall, S. (2011). Doctoral students writing: Where’s the pedagogy? Teaching In Higher Education, 16(4), 413-425. https://doi.org/10.1080/13562517.2011.560381

Garcia, C. E., Yao, C. W. (2019). The role of an online first-year seminar in higher education doctoral students’ scholarly development. The Internet and Higher Education, 42, 44-52. https://doi.org/10.1016/j.iheduc.2019.04.002

Hattie, J., & Timperley, H. (2007). The Power of feedback. Review Of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487

McAlpine, L., Amundsen, C., & Turner, G. (2013). Identity-trajectory: Reframing early career academic experience. British Educational Research Journal, 40(6), 952-969. https://doi.org/10.1002/berj.3123

Inouye, K. S., & McAlpine, L. (2017). Developing scholarly identity: Variation in agentive responses to supervisor feedback. Journal of University Teaching and Learning Practice, 14(2), 3-19. Retrieved from https://ro.uow.edu.au/jutlp/