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Revised Synthesis Paper: Scholarly Identity and Feedback Grand Canyon University RES-815 Introduction to Research Date 1
Reflecting on the Revision Process The Synthesis Process is one of the hardest concepts that I had to understand and try to implement during the course of this class. During my revision process, I was able to understand how important is to use your evidence to integrate different sources to prove a point. Although my thesis development and purpose were good, one of the main suggestions that I found very valuable was the fact that my thesis statement was not part of the paragraph as a whole which makes the paper flow look a little unnatural. Mechanics of Writing and APA Format were my only two satisfactory criteria. Blank spaces, paragraph length, citation, and gender-neutral pronouns are some of the specific’s suggestions that I was able to recognize and try to implement from now on. As a non-Native English speaker, I can take this as a challenge because it is an understandable and natural process that most ESL students encountered. For instance, I do not have any problem with the idea that as a doctoral graduate, you are expected to write properly and communicate effective. I think in every single task, DQ, and activity, I have been able to improve little by little and take advance of the feedback that promptly has been suggested. Subsequently, since there is always something new to learn, creating a Scholarly Identity suddenly starts to become more spontaneous and enjoyable. As I mentioned before, I think the methodology of the course itself is well structured and is taking me step by step to start building a strong Scholarly Identity since the first day. Keep striving is my preferred feedback so far. 2
Revised Synthesis Paper: Scholarly Identity and Feedback Developing a Scholarly Identity is considering as a process where change is occurring continuously in response to the individual’s changing goals and experiences. Previously, ample research has distinguished the development of Scholarly Identity as a process of becoming located within a discipline and institution based on one’s research contribution (Inouye & McAlpine, 2017). Developing a Scholarly Identity is a crucial process in Doctoral Education where self- motivation, active reflective scholarly practices, and openness to continuous feedback are main cornerstones into the transition to becoming scholars or experts. As new Doctoral Students, it is imperative to understand how we combine our areas of expertise with our endeavors to enter into the academic community. Coffman et al. (2016) pointed out that the terms “scholar” and “expert” are interchangeable. Under that approach, it is important to realize how Doctoral programs give us the opportunities to engage in a specialized way.

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