Demystifying Academic Writing in the Doctoral Program: Writing Workshops, Peer Reviews, and Scholarly Identities

Bjørn Sletto, Kristine Stiphany, Jane Futrell Winslow, Andrea Roberts, Marla Torrado, Alejandra Reyes, Ariadna Reyes, Juan Yunda, Christina Wirsching, Kwangyul Choi, Kristina Tajchman

Research output: Contribution to journalArticlepeer-review

Abstract

This article discusses a course at The University of Texas at Austinwhich sought to facilitate doctoral students’ development of scholarly articles while simultaneously fostering their sense of scholarly identity. The article was co-authored by the instructor and two cohorts of doctoral students based on immediate as well as retrospective learning outcome assessments. The social constructivist approach to writing pedagogy fostered students’ scholarly identities and demystified the publication process. However, efforts should be made to maintain the practice of writing, sharing, and reviewing and the course should more explicitly foster critical reflections on the relationship between writing, scholarly identity, and knowledge production.

Original languageEnglish
Pages (from-to)349-362
Number of pages14
JournalPlanning Practice and Research
Volume35
Issue number3
DOIs
StatePublished - May 26 2020

Keywords

  • Doctoral studies
  • curriculum development
  • planning education
  • scholarly identity
  • writing pedagogy

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