Engaging Graduate Students throughout the Research Writing Process

By happenstance, we completed the Summer Institute only one month before we began the course where we were required to take the comprehensive composition examinations, and fortunately, we felt a much deeper understanding of academic writing at that point.\n The small step of risk taking in self-disclosures by both teacher and student of their researching preferences was key to moving the knowledge forward, and proved to be an important catalyst in the collaborative creativity process. Despite the constraints of hierarchy, power, and convention in doctoral programs and dissertation writing, other research-based ideas for promoting small writing risk taking behaviors besides low stakes writing strategies elaborated in this article include creative writing which includes flow and rhythm (Rodriguez, 2014), infodoodling (Brown, 2014), and multi-modal presentations in visual literacy utilizing technological tools (Juarez, 2014).