USE THE INFORMATION IN THE BELOW WORKSHEET TO WRITE A 7TH EDITION APA FORMAT PAPER- 1000 WORDS NOT INCLUDING COVER SHEET
THE TOPIC IS HOW DOES HAVING WRITING SKILLS AND INSTRUCTOR INTERACTION WITH PROFESSORS HELP MOLD THE ROLE OF A DOCTORAL RESEARCHER
EVERYTHING IN RED ARE DIRECT QOUTES FROM THE ARTICLE- YOU CANNOT USE DIRECT QOUTES BUT YOU CAN USE THE VERBAGE AS LONG AS IT IS SYNTHESIZED
Theme 1: SKILLS
Theme 2: INSTRUCTOR INTERACTION
Evidence to Support Chosen Themes
Theme One: SKILLS
(Coffman, 2016)(2016)
• In addition, engaging in scholarly activities resulted in an informed approach to work outside the academic sphere. Newly acquired knowledge and skills guided decision-making and practice (Coffman, 2016).
• Further, it has been demonstrated that the use of CoP in university education can foster increased student confidence, improved communication skills, development of problem-solving skills, and acquisition of practical experience in their discipline (Yap, 2012) (Coffman, 2016).
Garcia and Yao (2019) • In addition, developing writing skills is imperative in helping doctoral students transition to the expectations of scholarly writing (Garcia, 2019).
• The fully online course was intended to Help new students with developing their scholarly identity while gaining knowledge of the skills and habits necessary for navigating their doctoral program (Garcia, 2019).
• In addition, the foundations of educational inquiry as well as personal development related to research were addressed, including the development of critical thinking and analytical skills (Garcia, 2019).
• Through continuous feedback and engagement, students developed more confidence and skill in their scholarly writing (Garcia, 2019).
• As a result, consistent presence in the course from instructors is essential to the socialization process for online students. Because of the inherent disembodiment of online learning, instructors must make efforts to engage students in meaningful ways that contribute to students’ overall learning and development that is grounded in both graduate socialization theory as well as online learning theory (Garcia, 2019).
Inouye and McAlpine (2017) • Previous research suggests that self-regulation and self-assessment are important components of writing development and performance (Cho, Cho & Hacker 2010), and that teachers may encourage self-assessment by asking students to evaluate their work (Nichol 2010) (Inouye, 2017).
• Giving and receiving feedback comes to be seen as a collaborative process requiring skill and cooperation from both supervisor and student, involving student regulation of the emotions associated with revision and writing (Inouye, 2017).
• While prior research has demonstrated that writing is a major site of scholarly identity development, and that doctoral students acquire self-assessment skills and gain confidence in their scholarly identities through giving and receiving feedback in peer groups, there is limited research that examines the role of supervisor feedback in this identity development, particularly in the early stages of doctoral work (Inouye, 2017).
Synthesize
• When Engaging Scholarly activities decision-making and practice skills are guided by Newly acquired knowledge and skills (Coffman, 2016).
• Thru Communities of Practice students can start to see improvement in their acquisition of practical experience in their discipline communication skills and development of problem-solving skills (Coffman, 2016).
• The most important part of the transition from an undergraduate to a doctoral student the development of writing skills (Garcia, 2019).
• To Help students in this task courses have been developed to help students identify their level of writing as well as gain knowledge of skills habits required to help them navigate thru their doctoral program (Garcia, 2019).
• If a student is continuously pursuing engagement and feedback to help shape their scholarly writing they will eventually reap the benefits of their efforts and intime develop more skill and confidence in their writing (Garcia, 2019).
• Teachers encourage students to self-evaluate their own work to help build students skills of self-assessment and self-regulation as these are components needed in performance and writing development (Inouye, 2017).
Theme Two: INSTRUCTOR INTERACTION
Coffman, Putman, Adkisson, Kriner, and Monaghan (2016) • As graduate students, the other participants identified the instructor as someone whose voice and opinion were valued within the field of adult education, thus helping us to feel comfortable taking on the role of emerging scholars and expressing our own voices and opinions (Coffman, 2016).
• Validation as a theme exemplified the relationship between the student and instructor and served as what Kasworm (2010) considers relational identity (Coffman, 2016).
Garcia and Yao (2019) • The literature has also documented some of the difficulties instructors face in online education including the need for additional preparation time necessary for online teaching, demands to respond quickly to student emails, and the need for training and familiarity with the online environment (Garcia, 2019).
• Being an online course, participants found value in timely responses from the instructor, but perhaps more importantly were never belittled for asking questions (Garcia, 2019).
Inouye and McAlpine (2017) • experience as a writing instructor and subsequent understanding of feedback and agentive involvement in the writing process suggest that all students may benefit from practicing giving and receiving feedback in various settings, including peer writing groups (Inouye, 2017).
• Supervisors should be aware of how they deliver critical comments, particularly to students who may not appear confident in their work (Inouye, 2017).
• As the number of doctoral researchers continues to grow, it is important to maintain the quality of doctoral education and produce skilled scholars who will contribute to the body of knowledge (Inouye, 2017).
• Because the results suggest that student agency plays an important role in advancing research thinking and scholarly identity, supervisors may also encourage new graduate students to seek multiple sources of feedback, and openly discuss their research concerns as well as comments or suggestions that they disagree with or have questions about. Such exercises might advance agentive behavior and help students to solidify their vision for the research and allow them to practice justifying and explaining their projects while interacting with all three threads of identity-trajectory (Inouye, 2017).
Synthesize
• An instructor plays a very important role in the development of a scholarly writer because the instructors voice and opinion is valued. Thru this interaction with the students and instructor helps mold students to feel more comfortable expressing their voice, opinions and taking on the role as an emerging scholar (Coffman, 2016).
• Preparation time demands to respond quickly to student emails and the need for training are some of the difficulties faced by Instructors (Garcia, 2019).
• Whether an online course or cohort doctoral students benefit from instructor interaction, practicing giving and feedback and well as writing groups (Garcia, 2019).
• Therefore, how students are given feedback should be taken with consideration as to avoid making the students lose confidence in their development of scholarly writing (Inouye, 2017).
Forming a Thesis Statement
Topic sentence 1: Newly acquired knowledge and skills help guide scholarly students to master skills such as decision making, communication skills and problems. (Coffman, 2016)
Topic sentence 2: Doctoral students benefit from practice and guidance from instructions as this helps the student improve their writing which in turn produces quality doctoral scholars. (Inouye, 2017)
THESIS STATEMENT- – Successful Doctoral Students understand the importance of developing their skills and learning how to openly receive feedback from their Supervisor or Instructor to help cultivate the Qualities of a Professional Writer.
I. Introduction
a. Engaging statement- Developing certain skills is crucial for a student to master in the doctoral program. That along with the proper guidance, interaction and feedback provided from instructor can Help in developing the mindset of an undergraduate student to that of a Scholarly Learner (Coffman, 2016).
b. Contextualize topic – (Tell a Reader What Skills are Needed and Why Its Important
Consistent presence from instructors as well as development of writing skills will help a doctoral student transition to the expectations of a scholarly writer (Garcia, 2019).
c. Contextualize themes- (Tell the reader how these skills contribute to your theme)
Maintaining the expectations of quality instructor and student interaction as well as proper development of skills will contribute to skilled doctoral scholars (Inouye, 2017).
d. Thesis statement- Successful Doctoral Students understand the importance of developing their skills and learning how to openly receive feedback from their Supervisor or Instructor to help cultivate the Qualities of a Professional Writer.
II. Theme 1- SKILLS
a. Topic sentence
III. The most important part of the transition from an undergraduate to a doctoral student the development of writing skills (Garcia, 2019).
a. Evidence from 3 articles
• When Engaging Scholarly activities decision-making and practice skills are guided by Newly acquired knowledge and skills (Coffman, 2016).
• To Help students in this task courses have been developed to help students identify their level of writing as well as gain knowledge of skills habits required to help them navigate thru their doctoral program (Garcia, 2019).
• Teachers encourage students to self-evaluate their own work to help build students skills of self-assessment and self-regulation as these are components needed in performance and writing development (Inouye, 2017).
b. Transition statement to next theme-
Doctoral students during the degree gain knowledge of skills and habits required. (Inouye, 2017) but the encouragement and interaction from instructors is also needed to help encourage students to self-evaluate their own work to help build students skills of self-assessment and self-regulation as these are components needed in performance and writing development (Garcia, 2019).
IV. Theme 2- INSTRUCTOR INTERACTION
a. Topic sentence
Supervisors and instructors play a crucial role in Helping doctoral students. Their expertise and knowledge help guide the students to seek out numerous sources of feedback and help them build the confidence to openly communicate what their research concerns may be. Thus this type of trust and interaction helps build the confidence of a doctoral student (Inouye, 2017).
b. Evidence from 3 articles
• An instructor plays a very important role in the development of a scholarly writer because the instructors voice and opinion is valued. Thru this interaction with the students and instructor helps mold students to feel more comfortable expressing their voice, opinions and taking on the role as an emerging scholar (Coffman, 2016).
• Whether an online course or cohort doctoral students benefit from instructor interaction, practicing giving and feedback and well as writing groups.
• Therefore, how students are given feedback should be taken with consideration as to avoid making the students lose confidence in their development of scholarly writing (Inouye, 2017).
V. Conclusion- Students that prioritize their time seek guidance from instructors for feedback as well as continuously work on developing skills needed to become a Scholarly Writer set themselves up for success in the Doctoral Program
a. Summarize theme points
Active Engagement, Critical Thinking and Independent Research are some of the skills needed to be in the Doctoral Program. Instructor interaction help guide students thru the program Helping doctoral students in expressing our own voices and opinions finding their own student identity (Coffman, 2016).
b. Future research recommendations
Since the effectiveness of applying literacy skills and discipline have been proven, teachers should incorporate the importance of time management and critical thinking talks into their classroom so throughout the program students can have that reminder to continually improve themselves in the program.
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USE THE INFORMATION IN THE WORKSHEET BELOW TO CREATE A 7TH EDITION APA FORMAT PAPER- 1000 WORDS NOT INCLUDING THE COVER SHEET.
THE QUESTION IS HOW DO WRITING SKILLS AND INSTRUCTOR INTERACTION WITH PROFESSORS HELP MOLD THE ROLE OF A DOCTORAL RESEARCHER?
EVERYTHING IN RED IS A DIRECT QOUTE FROM THE ARTICLE- YOU CAN’T USE DIRECT QOUTES, BUT YOU CAN USE THE VERBAGE AS LONG AS IT IS SYNTHESIZED
The first theme is SKILLS.
Theme 2: INSTRUCTOR-INSTRUCTOR INTERACTION
Evidence to Back Up Selected Themes
The First Theme: SKILLS
(Coffman, 2016) (2016)
• Furthermore, participating in intellectual activities resulted in a more educated approach to work outside of the academic arena. Decision-making and practice were guided by newly gained information and abilities (Coffman, 2016).
• It has also been established that the use of CoP in universities is beneficial.
