Making Do by Making Space: Multidisciplinary Graduate Writing Groups as Spaces Alongside Programmatic and Institutional Places

Brooks-Gillies, Marilee; García, Elena González-Blanco; Manthey, Kate G.

doi:10.37514/atd-b.2020.0407.2.08

Cited by 5 publications

(6 citation statements)

References 5 publications

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Section: A Pedagogical Gap In Graduate Writing Instructionmentioning

confidence: 99%

“…The growing awareness of the need for systematic and structured writing instruction at graduate level is reflected in the number of initiatives aiming to remedy the current situation. These actions range from writing in groups, extra-curricular writing activities, writing camps, multidisciplinary writing sessions and other forms of writing programs (Brooks-Gillies et al, 2020). For example, Cargill (2019) reports on the important benefits that the participants of her Collaborative Interdisciplinary Publication Skills Education workshops derived from these classes, which include increased confidence to write and publish scientific research articles.…”

Section: A Pedagogical Gap In Graduate Writing Instructionmentioning

confidence: 99%

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Reader Perceptions of Authorial Voice in Top-Tier Management Journals: The Case of Doctoral Students of Management From Eastern Europe

Lehman

Sułkowski

2023

Journal of Management Education

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The pressure to publish in scholarly journals has been increasingly pervading doctoral education worldwide and has become a high-stakes activity for any novice writer who wishes to pursue an academic career. In this manuscript, we explore how doctoral students of management from Eastern Europe identify and evaluate authorial voice and compare their perceptions with those of established academics. Perceptions of authorial voice, as manifested in conclusions to six articles published in top-tier management journals, were collected from 24 students and six academics, and analyzed from their responses to a questionnaire. The study highlighted differences in what these groups considered as the rhetorical nature of a convincing authorial voice. The examination of students’ perceptions was expanded through interviews which revealed that for this group, a reader-considerate voice is essential for a text to be convincing. To enable novice academics’ visibility and participation in their discipline’s global discourse community, we provide a compelling case for de-emphasizing the methodological and theoretical soundness (“rigor”) in reporting scholarly work and prioritizing the effective communication of meaningful and practical research (“relevance”). It is also argued that the provision of strategic writing instruction at graduate level will help achieve this goal.

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Section: A Pedagogical Gap In Graduate Writing Instructionmentioning

confidence: 99%

Section: A Pedagogical Gap In Graduate Writing Instructionmentioning

confidence: 99%

Reader Perceptions of Authorial Voice in Top-Tier Management Journals: The Case of Doctoral Students of Management From Eastern Europe

Lehman

Sułkowski

2023

Journal of Management Education

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“…Similarly, Brooks-Gillies et al (2020) theorize multidisciplinary writing groups as important spaces of in-betweenness for graduate students because they operate alongside, yet distinct from, places of institutionalized assessment and judgment. 2.…”

Section: Declaration Of Conflicting Interestsmentioning

confidence: 99%

“…Donahue and Foster-Johnson (2018) draw on theories of liminality to describe the unstable, in-between stages of student writers’ trajectories across sites of literate practice and development. Similarly, Brooks-Gillies et al (2020) theorize multidisciplinary writing groups as important spaces of in-betweenness for graduate students because they operate alongside, yet distinct from, places of institutionalized assessment and judgment.…”

mentioning

confidence: 99%

Another Voice in the Room: Negotiating Authority in Multidisciplinary Writing Groups

Wilder

2021

Written Communication

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Scholarship has shown that writing groups are important sites of authority negotiation for student writers, yet little empirical research has examined how groups negotiate authority through conversation or how these negotiations influence students’ developing expertise. Drawing on observations and interviews of an undergraduate thesis and a graduate dissertation writing group, I use the concept of “presentification” to analyze conversational moments in which group members referenced advisors, “making present” advisor authority to influence group collaborations. Specifically, I analyze these moments to show how writing groups can serve as low-stakes communities in which students negotiate their emerging sense of authority. I found that whereas less experienced writers looked to advisors to solve writing problems and used advisor authority to stand in for disciplinary expertise, more experienced writers voiced advisor guidance to help pose writing problems and negotiate their own stance as disciplinary experts. This study thus theorizes one process through which student writers negotiate emerging authority across sites of literate practice and in collaboration with others who may not themselves be members of the same disciplinary community.

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“…That feedback can also be perceived by the students as a high stakes assessment of their writing which can be further accentuated if the student suffers from imposter syndrome. Writing centers are often limited in regard to the contextual nature of the advice that they can give students (Okuda & Anderson, 2018), and while writing groups can lower the stakes on receiving feedback, they can also lack discipline specific feedback and the expert knowledge needed to resolve some conflicts (Brooks-Gillies et al, 2020).…”

Section: Implications For Practicementioning

confidence: 99%

A Dialogical Approach to the Teaching of Writing: The Perceptions and Experiences of Doctoral Students

Cecilio¹

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This research focused on the experiences and perceptions of students as they participated in a dialogical approach to the teaching of writing in a doctoral program at a graduate school of education. This study sought to address existing gaps in the current literature related to how doctoral students acquire the writing practices and conventions of their discipline by exploring if a dialogically centered approach to the teaching of writing could facilitate the academic writing development of doctoral students. The researcher employed a Vygotskian sociocultural framework to writing development that placed dialogue and discussion at the core of classroom activity with the understanding that knowledge is dynamically constructed and constantly evolving through human interaction. The researcher adopted a case study research design combined with phenomenological elements to study how three students that self-identified as struggling with academic writing developed as they participated in semi-structured class discussions. Participants in the study perceived that engaging in dialogue with the professor and other students helped to develop their writing. Additionally, they were able to pinpoint refined elements of their writing as a result of participating in the discussions. Findings suggest that students may benefit from a multi-pronged dialogical approach to writing development where they are exposed to dialogue about writing in multiple settings and with multiple experts including professors, writing experts, and more capable peers.

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Making Do by Making Space: Multidisciplinary Graduate Writing Groups as Spaces Alongside Programmatic and Institutional Places

Cited by 5 publications

References 5 publications

Reader Perceptions of Authorial Voice in Top-Tier Management Journals: The Case of Doctoral Students of Management From Eastern Europe

Reader Perceptions of Authorial Voice in Top-Tier Management Journals: The Case of Doctoral Students of Management From Eastern Europe

Another Voice in the Room: Negotiating Authority in Multidisciplinary Writing Groups

A Dialogical Approach to the Teaching of Writing: The Perceptions and Experiences of Doctoral Students

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