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1 Revised Synthesis Paper: Establishing Scholarly Identity Isaac M. Furlonge Grand Canyon University RES - 815 Dr. Tanya Rios June 2, 2021
Reflection Written feedback is an essential instructional communication method between faculty and doctoral students. As a doctoral learner, I view it as a fundamental source of input for my academic writing and an effective tool in improving confidence in my writing abilities. Applying and using the written feedback received on my synthesis paper has enabled me to reflect on my writing with the goal of enhancing my paper to an acceptable standard. The higher-order, more significant concerns about my paper focused on my ability to synthesize information from the articles to build a larger point and addressed how well (or not) the sources were woven into each other to create a main idea. Unfortunately, the particular skill set required for this kind of synthesis was not explicitly taught to me as an undergraduate and graduate student, and so I now face challenges in this type of academic writing practice. Although at the most basic level, synthesis refers to combining information from multiple sources, synthesis writing is more difficult than might, at first appear because this combining must be written in a meaningful way, and the final product must be thesis-driven. The lower-order concerns focused on conforming my paper to the APA style, citations, and sentence and word level concerns. Some feedback was positive which indicated that parts of my work matched the criteria for good work done. Other feedback comments alerted me of my strength and weaknesses in the academic writing involved in this paper. Since I am entering the scholarly conversation in my field of study, I need to show that I understand and can integrate the substantive feedback suggestions which will help in stimulating critical thinking in me to ensure the development of critical ideas for revising my paper. It is easy to be daunted by the task of revising my work but I realize that concise work is mostly a result of editing, and editing again. 2
Establishing Scholarly Identity Mezirow’s theory of ‘transformative learning’ defined identity as a shift in frame of reference and it occurs when an individual’s perspective profoundly changes (cited in Coffman et al., 2016, p. 32). This ‘frame of reference’ is made up of assumptions and expectations that frame an individual’s tacit points of view and influence their thinking, beliefs, and actions (Taylor, 2008, p. 5). The literature on transformative learning provides useful information that sheds light on developing the doctoral student. Transformative learning is part of a doctoral student’s identity construction process and focuses of the student’s ability to reflect and make new meaning of experiences and environments.

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