Empowering Qualitative Research Students To Take Charge of their Academic Writing
Location
DeSantis Room 1049
Format Type
Plenary
Format Type
Workshop
Start Date
17-1-2020 1:15 PM
End Date
17-1-2020 2:05 PM
Abstract
“Unlike quantitative studies in which researchers can rely on statistical graphs, charts, and equations to portray and explain data, qualitative researchers follow tenets of academic prose to report their research. Consequently, if students of qualitative inquiry are unfamiliar with academic writing, they will find it difficult to complete class assignments, dissertations, or manuscripts for publication” (Author, in press)
Most doctoral students enter my qualitative research classes uncertain about how to write in an academic voice. To help them, I offer a Saturday academic writing workshop early in the semester and present in-class guided writing instruction. As I grade their weekly assignments, I correct writing problems. Then, I offer opportunities for them to follow my suggestions and return their assignments for a final grade. I recently concluded that by editing my students’ assignments, I did all the work, which contributed to students’ lack of confidence and inability to exercise control over their writing. I decided to place students in charge of their writing and situate myself as a writing coach who enables students’ abilities to appraise their own writing efforts. In this session, we offer information to empower qualitative research students to self-regulate their academic writing, make sound composing decisions, and feel confident in their writing efforts. Attendees will receive handouts of academic writing guidelines published in our forthcoming book: 1) a systematic Editing Plan; 2) a List of Academic Writing Principles; and 3) A Model for Structuring a Qualitative Research Design.
Keywords
academic writing, empowering students, self-regulation, composing decisions
Empowering Qualitative Research Students To Take Charge of their Academic Writing
DeSantis Room 1049
“Unlike quantitative studies in which researchers can rely on statistical graphs, charts, and equations to portray and explain data, qualitative researchers follow tenets of academic prose to report their research. Consequently, if students of qualitative inquiry are unfamiliar with academic writing, they will find it difficult to complete class assignments, dissertations, or manuscripts for publication” (Author, in press)
Most doctoral students enter my qualitative research classes uncertain about how to write in an academic voice. To help them, I offer a Saturday academic writing workshop early in the semester and present in-class guided writing instruction. As I grade their weekly assignments, I correct writing problems. Then, I offer opportunities for them to follow my suggestions and return their assignments for a final grade. I recently concluded that by editing my students’ assignments, I did all the work, which contributed to students’ lack of confidence and inability to exercise control over their writing. I decided to place students in charge of their writing and situate myself as a writing coach who enables students’ abilities to appraise their own writing efforts. In this session, we offer information to empower qualitative research students to self-regulate their academic writing, make sound composing decisions, and feel confident in their writing efforts. Attendees will receive handouts of academic writing guidelines published in our forthcoming book: 1) a systematic Editing Plan; 2) a List of Academic Writing Principles; and 3) A Model for Structuring a Qualitative Research Design.
Comments
For Teaching and Learning Track