In addition to taking advanced courses, graduate students navigate a potentially challenging transition of learning to write for publication. We, the authors, explored solutions to this transition with a study designed to explore the research questions: How does a systematic effort to help doctoral students enter a community of writers via writing center collaboration influence doctoral students’: (1) proficiency with academic writing, (2) writing apprehension, (3) self-efficacy as writers, and (4) comfort with “going public” with their writing? We used a collaborative, multi-layered self-study research approach because it allowed us to focus on critical examination of teaching practices that are of interest to the practitioner/researcher and to the greater educational community. Authors/participants include the co-director of a university Writing Center; two professors of a doctoral-level qualitative research methods course; four doctoral students who participated in a series of writing center collaborations; and one master’s student who served as a writing center consultant. These four perspectives provide unique insights into how writing center collaborations supported graduate students in developing their writing proficiency and efficacy, helping to initiate them into a community of writers who “go public” with their scholarship.
Writing, Writing Center, Qualitative Research, Self-Study, Graduate Students, Writing Apprehension
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Recommended APA Citation
Fry, S. W., Keith, M., Gardner, J., Bremner Gilbert, A., Carmona, A., Schroeder, S., & Kleinsasser, A. (2019). Entering a Community of Writers: The Writing Center, Doctoral Students, and Going Public with Scholarly Writing. The Qualitative Report, 24(11), 2832-2850. Retrieved from https://nsuworks.nova.edu/tqr/vol24/iss11/11