In transition: Researching the writing development of doctoral students and faculty

This article investigates the learning trajectories of graduate students and early career faculty - a group we refer to as emerging scholars. Taking a developmental perspective, our mixed-methods study employs surveys and interviews to understand emerging scholars' writing needs and experiences...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Writing & Pedagogy 2018-01, Vol.10 (3), p.423-452
Hauptverfasser: Tarabochia, Sandra, Madden, Shannon
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page 452
container_issue 3
container_start_page 423
container_title Writing & Pedagogy
container_volume 10
creator Tarabochia, Sandra
Madden, Shannon
description This article investigates the learning trajectories of graduate students and early career faculty - a group we refer to as emerging scholars. Taking a developmental perspective, our mixed-methods study employs surveys and interviews to understand emerging scholars' writing needs and experiences. This research is significant because although literature suggests emerging scholars struggle with new writing practices, perceptions, and identities, researchers rarely take a developmental perspective on the learning needs of emerging scholars, which ultimately limits access to the educational enterprise and perpetuates a gatekeeping culture in higher education. Further, no studies that we know of consider graduate student and faculty writers' needs in relation to one another. In this article, we present an innovative method for cross-analyzing data from these two groups in ways that reveal recurring/diverging features of lifelong writing development. Our preliminary findings reveal connections and variations in the needs and experiences of these two groups that could inform pedagogy, programming, and institutional policy geared toward graduate student and faculty writers. Finally, we discuss methodological implications for studying groups of writers with proximate developmental relationships and explain how future applications of our method will contribute to research on writing development across the lifespan.
doi_str_mv 10.1558/wap.34576
format Article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2258134395</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>2258134395</sourcerecordid><originalsourceid>FETCH-LOGICAL-c217t-c76a78c6941492b9b2228c5055b1c8525e11382ee07749d1459c80add8c198b33</originalsourceid><addsrcrecordid>eNo9j8FKxDAURYMoOIxd-AeCKxcd817ympelDOoMDLjRdUjSDFS0rUkH8e-tjri6d3G4lyPEJcgVEPHtpx9XSpNpTsQCDDU1sTan_13Zc1GV0gUplQRjmRai2vZXU_Z96aZu6C_E2d6_lVT95VK8PNw_rzf17ulxu77b1RHBTHU0jTccG6tBWww2ICJHkkQBIhNSAlCMKUljtG1Bk40sfdtyBMtBqaW4Pu6Oefg4pDK51-GQ-_nSIRKD0srSTN0cqZiHUnLauzF37z5_OZDuR9jNwu5XWH0DXl9E0A</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2258134395</pqid></control><display><type>article</type><title>In transition: Researching the writing development of doctoral students and faculty</title><source>EBSCOhost Education Source</source><creator>Tarabochia, Sandra ; Madden, Shannon</creator><creatorcontrib>Tarabochia, Sandra ; Madden, Shannon</creatorcontrib><description>This article investigates the learning trajectories of graduate students and early career faculty - a group we refer to as emerging scholars. Taking a developmental perspective, our mixed-methods study employs surveys and interviews to understand emerging scholars' writing needs and experiences. This research is significant because although literature suggests emerging scholars struggle with new writing practices, perceptions, and identities, researchers rarely take a developmental perspective on the learning needs of emerging scholars, which ultimately limits access to the educational enterprise and perpetuates a gatekeeping culture in higher education. Further, no studies that we know of consider graduate student and faculty writers' needs in relation to one another. In this article, we present an innovative method for cross-analyzing data from these two groups in ways that reveal recurring/diverging features of lifelong writing development. Our preliminary findings reveal connections and variations in the needs and experiences of these two groups that could inform pedagogy, programming, and institutional policy geared toward graduate student and faculty writers. Finally, we discuss methodological implications for studying groups of writers with proximate developmental relationships and explain how future applications of our method will contribute to research on writing development across the lifespan.</description><identifier>ISSN: 1756-5839</identifier><identifier>EISSN: 1756-5847</identifier><identifier>DOI: 10.1558/wap.34576</identifier><language>eng</language><publisher>London: Equinox Publishing Ltd</publisher><subject>Academic writing ; College students ; Cultural identity ; Graduate students ; Higher education ; Student writing</subject><ispartof>Writing &amp; Pedagogy, 2018-01, Vol.10 (3), p.423-452</ispartof><rights>Copyright Equinox Publishing Ltd. 2018</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids></links><search><creatorcontrib>Tarabochia, Sandra</creatorcontrib><creatorcontrib>Madden, Shannon</creatorcontrib><title>In transition: Researching the writing development of doctoral students and faculty</title><title>Writing &amp; Pedagogy</title><description>This article investigates the learning trajectories of graduate students and early career faculty - a group we refer to as emerging scholars. Taking a developmental perspective, our mixed-methods study employs surveys and interviews to understand emerging scholars' writing needs and experiences. This research is significant because although literature suggests emerging scholars struggle with new writing practices, perceptions, and identities, researchers rarely take a developmental perspective on the learning needs of emerging scholars, which ultimately limits access to the educational enterprise and perpetuates a gatekeeping culture in higher education. Further, no studies that we know of consider graduate student and faculty writers' needs in relation to one another. In this article, we present an innovative method for cross-analyzing data from these two groups in ways that reveal recurring/diverging features of lifelong writing development. Our preliminary findings reveal connections and variations in the needs and experiences of these two groups that could inform pedagogy, programming, and institutional policy geared toward graduate student and faculty writers. Finally, we discuss methodological implications for studying groups of writers with proximate developmental relationships and explain how future applications of our method will contribute to research on writing development across the lifespan.</description><subject>Academic writing</subject><subject>College students</subject><subject>Cultural identity</subject><subject>Graduate students</subject><subject>Higher education</subject><subject>Student writing</subject><issn>1756-5839</issn><issn>1756-5847</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><recordid>eNo9j8FKxDAURYMoOIxd-AeCKxcd817ympelDOoMDLjRdUjSDFS0rUkH8e-tjri6d3G4lyPEJcgVEPHtpx9XSpNpTsQCDDU1sTan_13Zc1GV0gUplQRjmRai2vZXU_Z96aZu6C_E2d6_lVT95VK8PNw_rzf17ulxu77b1RHBTHU0jTccG6tBWww2ICJHkkQBIhNSAlCMKUljtG1Bk40sfdtyBMtBqaW4Pu6Oefg4pDK51-GQ-_nSIRKD0srSTN0cqZiHUnLauzF37z5_OZDuR9jNwu5XWH0DXl9E0A</recordid><startdate>20180101</startdate><enddate>20180101</enddate><creator>Tarabochia, Sandra</creator><creator>Madden, Shannon</creator><general>Equinox Publishing Ltd</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7T9</scope></search><sort><creationdate>20180101</creationdate><title>In transition</title><author>Tarabochia, Sandra ; Madden, Shannon</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c217t-c76a78c6941492b9b2228c5055b1c8525e11382ee07749d1459c80add8c198b33</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Academic writing</topic><topic>College students</topic><topic>Cultural identity</topic><topic>Graduate students</topic><topic>Higher education</topic><topic>Student writing</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Tarabochia, Sandra</creatorcontrib><creatorcontrib>Madden, Shannon</creatorcontrib><collection>CrossRef</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>Writing &amp; Pedagogy</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Tarabochia, Sandra</au><au>Madden, Shannon</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>In transition: Researching the writing development of doctoral students and faculty</atitle><jtitle>Writing &amp; Pedagogy</jtitle><date>2018-01-01</date><risdate>2018</risdate><volume>10</volume><issue>3</issue><spage>423</spage><epage>452</epage><pages>423-452</pages><issn>1756-5839</issn><eissn>1756-5847</eissn><abstract>This article investigates the learning trajectories of graduate students and early career faculty - a group we refer to as emerging scholars. Taking a developmental perspective, our mixed-methods study employs surveys and interviews to understand emerging scholars' writing needs and experiences. This research is significant because although literature suggests emerging scholars struggle with new writing practices, perceptions, and identities, researchers rarely take a developmental perspective on the learning needs of emerging scholars, which ultimately limits access to the educational enterprise and perpetuates a gatekeeping culture in higher education. Further, no studies that we know of consider graduate student and faculty writers' needs in relation to one another. In this article, we present an innovative method for cross-analyzing data from these two groups in ways that reveal recurring/diverging features of lifelong writing development. Our preliminary findings reveal connections and variations in the needs and experiences of these two groups that could inform pedagogy, programming, and institutional policy geared toward graduate student and faculty writers. Finally, we discuss methodological implications for studying groups of writers with proximate developmental relationships and explain how future applications of our method will contribute to research on writing development across the lifespan.</abstract><cop>London</cop><pub>Equinox Publishing Ltd</pub><doi>10.1558/wap.34576</doi><tpages>30</tpages></addata></record>
fulltext fulltext
identifier ISSN: 1756-5839
ispartof Writing & Pedagogy, 2018-01, Vol.10 (3), p.423-452
issn 1756-5839
1756-5847
language eng
recordid cdi_proquest_journals_2258134395
source EBSCOhost Education Source
subjects Academic writing
College students
Cultural identity
Graduate students
Higher education
Student writing
title In transition: Researching the writing development of doctoral students and faculty
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-25T16%3A02%3A14IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=In%20transition:%20Researching%20the%20writing%20development%20of%20doctoral%20students%20and%20faculty&rft.jtitle=Writing%20&%20Pedagogy&rft.au=Tarabochia,%20Sandra&rft.date=2018-01-01&rft.volume=10&rft.issue=3&rft.spage=423&rft.epage=452&rft.pages=423-452&rft.issn=1756-5839&rft.eissn=1756-5847&rft_id=info:doi/10.1558/wap.34576&rft_dat=%3Cproquest_cross%3E2258134395%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2258134395&rft_id=info:pmid/&rfr_iscdi=true