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Emerging Writers Worksheet Andrea N. Moorehead Grand Canyon University Res 815-0500: Introduction to Research Dr. K. MccAnn 2/7/2021
Emerging Writer Worksheet Coffman, Putman, Adkisson, Kriner, and Monaghan (2016) Garcia and Yao (2019) Inouye and McAlpine (2017) Scholarly, Scholarly identity, Scholarly development Socialization, Socialization experiences, doctoral socialization, Socialize Scholarly identity, Scholarly Independence, Identity trajectory Socialization, Socialization experiences, Socialize Scholarly, Scholarly identity, Scholarly development Supervision and building relationships with Faculty CoP (Community of Practice), Practiced based learning Academic Discipline, Academia, Academic experience Feedback, Response to Feedback, Utilization to Feedback Exploration of learning and knowledge Feedback, Critiques from peers and faculty Research propsal, Writing skills, Writing practices Connecting personal and professional roles, communication, building relationships Writing expectations, Writing skills, Writing practices Self-assessment, Self-Reflection and Self-confidence Thematic Matrix: Finding Evidence to Support Themes Two themes that are common to all the 3 articles above, which are synthesized themes for the paper, are as follows: Theme 1: Scholarly Identity Theme 2: Feedback
Finding Evidence to Support Themes Theme One: Scholarly Identity Coffman, Putman, Adkisson, Kriner, and Monaghan (2016) There are several outcomes of starting a PhD program but one of the important outcomes is to help students develop an identity themselves as scholars, and CoP (community of practice) are intended to help participants develop their identities (pg. 31) The process of Identity formation plays a large portion in how graduate students, as adult learners, go from a position of seeing themselves as students to seeing themselves as scholars (pg. 32) Garcia and Yao (2019) Doctoral programs are “designed to prepare a student to become a scholar: that is, to discover, integrate, and apply knowledge, as well as to communication and disseminate it” (pg. 45) Inouye and McAlpine (2017) In becoming part of the academy, identity-trajectory understands scholarly identity development as enacted in three interwoven work strands: intellectual, networking, and institutional. Synthesize All articles discuss the significance in scholarly identity development through inclusion, community support, and self-reflection so researchers may contribute to the field of study. Theme Two: Feedback Coffman, Putman, Adkisson, Kriner, and Monaghan (2016) Noted by Turner and colleagues (2012), Facilitating the development of an affirming environment, serves to enhance students’ understanding of what is needed to become exemplary researchers (pg. 31).

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