Isamar-RES-815-RS-T3-EmergingWriterWorksheet (Isamar Acosta) (1) (1).docx

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Emerging Writer Worksheet Review the videos as you progress through this document for a more detailed explanation of the assignment’s objective and expectations. Important note: The theme REFLECTION cannot be used for the final submission of the assignment. It is used in the video for demonstration purposes only. Thematic Matrix In this section use a thematic matrix to extract key themes from the articles in order to synthesize common themes. VIDEO: Section 1 Patterns and Themes (12:47): Coffman, Putman, Adkisson, Kriner, and Monaghan (2016) Garcia and Yao (2019) Inouye and McAlpine (2017) Transformational Learning Online Learning- Higher Education Doctoral Identity Communities of Practice Interaction Engagement Data Analysis Data Sources Research Design Context & Finding Methods Results & Discussions Literature Review Doctoral socialization into scholarly Identity Experience, emotion and perception of feedback Looking over the thematic matrix above, what are two major patterns that are apparent in all three readings? In other words, where do these patterns overlap? These two themes that are common to all 3 articles will be your synthesized themes for the paper. Please list them below. Theme 1: Doctoral Identity Theme 2: Engagement Enter these in the worksheet below
Finding Evidence to Support Themes VIDEO: Section 2 Evidence Worksheet, Topic Sentences, and Thesis Statement (12:18): Theme One: Doctoral Identity Coffman, Putman, Adkisson, Kriner, and Monaghan (2016) Novice learners are not only developing a greater competence in a professional skill. As they become experienced members of a community, their identity changes as they experience integration and empowerment. Identity formation plays a large part in how graduate students, as adult learners, go from a position of seeing themselves as students to seeing themselves as scholars. A student’s identity is positional in the sense that the student is attempting to negotiate meeting the academic challenges set before them and developing a sense of agency as certain goals are accomplished successfully. Their qualitative study found that participants in a computer learning course increased their self-efficacy and self-esteem, and they felt less marginalized than when they started the course. Garcia and Yao (2019) The identity shift experienced by doctoral students is compounded by the prevalence of online learning in graduate education. For many students, learning to become doctoral students involved changing their ways of thinking and developing their independent voice as a scholar. Learning was evident in student experiences through the traditional means of learning writing and research skills, but also took shape in student socialization by way of helping them to understand norms and expectations of what it meant to be a graduate student and, more broadly, to be in the field of higher education.

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