![[Excerpt] In working to earn an Ed.D., I do not see my role in
influence changing as much as I see it expanding. I believe that my
influence may have more weight in that I will be able to give a more
theoretical and research-based background to helping lead in my
school. Though I currently try to stay informed of updated
information in education (I subscribe to Theory and Research in
Social Education and am a member of National Council for the Social
Studies), my studies will keep be better abreast of new issues and
give me a deeper understanding of educational issues that I can then
help my peers translate into practice by modeling and sharing that
information with them.
As I progress through the program and familiarize myself with more
research, I think I will be able to help inform our faculty of other
research-based ideas that will be helpful to teachers and students.](https://image.slidesharecdn.com/stevenschoppywatersofacademicwritingforeducationdoctoralstudents-150618221238-lva1-app6892/85/The-Choppy-Waters-of-Academic-Writing-for-Education-Doctoral-Students-Key-Strategies-for-a-Smoother-Writing-Journey-7-320.jpg)
![[Excerpt] I currently impact my community of practice by being at the
table at some level for work being done in the Division of Enrollment
Management and Student Affairs (EMSA). For example, I attend the
bi-weekly divisional leadership team meetings, and I also lead our
division's curriculum committee. I helped create the latter a year ago
due to a lack of coordinated governance for the various courses
offered through EMSA (Faculty Senate is still trying to figure out what
to do with us). I would like guidance in actually leading and being
more visionary. Some of my colleagues are very good at big ideas.
I've always been the type to follow through with such ideas, so I'd
like to work on having more of the actual ideas myself.
I see the educational doctorate as being a very powerful tool in
helping me do this. The process, prompts, and continuous
foregrounding of leadership will undoubtedly allow for this.](https://image.slidesharecdn.com/stevenschoppywatersofacademicwritingforeducationdoctoralstudents-150618221238-lva1-app6892/85/The-Choppy-Waters-of-Academic-Writing-for-Education-Doctoral-Students-Key-Strategies-for-a-Smoother-Writing-Journey-8-320.jpg)
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The Choppy Waters of Academic Writing for Education Doctoral Students: Key Strategies for a Smoother Writing Journey
- 1. The Choppy Waters of Academic Writing for Education Doctoral Students: Key Strategies for a Smoother Writing Journey Dannelle D. Stevens Micki M. Caskey Portland State University Spring 2015 CPED Convening Fullerton, CA
- 2. On the 3 x 5 card, please list: 1. Your expectations for this session 2. Your questions about the session Please include your name and contact information.
- 3. 1. Share explicit academic writing strategies 2. Exchange academic writing strategies 3. Discuss the challenges associated with supporting doctoral students’ academic writing
- 4. Strategies O plans of action designed to achieve a goal O explicit and intentional Our goal is to have doctoral students internalize the use of writing strategies.
- 5. Writing Strategies Generate Ideas: Focused Freewrite Find & Use Structures: Templates Clarify Focus: Purpose Statement Identify Patterns: Text Structure Analysis 5
- 6. STRATEGY 1: Focused Freewrite Handout: Focused freewrite on your topic of interest. Writing is thinking! FOCUSED: Write your topic on the top of the page in capital letters. FREEWRITE: NO grammar rules, punctuation rules. Write for 10 minutes on your topic! Consider the following questions: What is THE TOPIC? Why do I care about this topic? Why should others care? What is interesting about this topic? What do I know about this topic? What else do I need to know? Who can help me with this topic? What are key words associated with it? When done, draw a line. Read what you have written. Write one sentence summary of your insights about the process or the product or both.
- 7. [Excerpt] In working to earn an Ed.D., I do not see my role in influence changing as much as I see it expanding. I believe that my influence may have more weight in that I will be able to give a more theoretical and research-based background to helping lead in my school. Though I currently try to stay informed of updated information in education (I subscribe to Theory and Research in Social Education and am a member of National Council for the Social Studies), my studies will keep be better abreast of new issues and give me a deeper understanding of educational issues that I can then help my peers translate into practice by modeling and sharing that information with them. As I progress through the program and familiarize myself with more research, I think I will be able to help inform our faculty of other research-based ideas that will be helpful to teachers and students.
- 8. [Excerpt] I currently impact my community of practice by being at the table at some level for work being done in the Division of Enrollment Management and Student Affairs (EMSA). For example, I attend the bi-weekly divisional leadership team meetings, and I also lead our division's curriculum committee. I helped create the latter a year ago due to a lack of coordinated governance for the various courses offered through EMSA (Faculty Senate is still trying to figure out what to do with us). I would like guidance in actually leading and being more visionary. Some of my colleagues are very good at big ideas. I've always been the type to follow through with such ideas, so I'd like to work on having more of the actual ideas myself. I see the educational doctorate as being a very powerful tool in helping me do this. The process, prompts, and continuous foregrounding of leadership will undoubtedly allow for this.
- 9. STRATEGY 2: Purpose Statement Handout: Let’s get focused: Purpose Statement The introduction of your manuscript: • The PURPOSE of the study (WHAT?) • The RATIONALE for what you propose to do (WHY?) • The BACKGROUND for your purpose (WHO? WHEN?) • The THEORETICAL support for your purpose (HOW THEORIES FRAME…?) A clearly written purpose statement is the soul of a paper or proposal; it is the point toward which everything converges in the writing. If well written, the purpose statement becomes the climax of your introduction drama; the vertex, the focal point in your entire paper. (Goodson, 2013, p. 142). Set the timer for 10 minutes, write as many variations as you can of the answer to this question: What is the purpose of this proposal/study? Remember most often that the purpose is to DO something: • answer a question • test a hypothesis • compare findings • argue for a better solution • examine a problem in depth • analyze data in a new way
- 10. • The purpose of this paper is to seek answers to these questions so a clear message can be sent to students graduating from Oregon high schools. • The purpose of this study is to examine high school students’ writing achievement. • The purpose of this study is to understand the relationship between high school students’ achievement in writing and college professors’ expectations. • The purpose of this study is to explore how high school students’ respond to university faculty expectations for writing. • The purpose of this study is to describe and explain the relationship between high school teachers’ expectations for writing and university instructors’ expectations for writing.10
- 11. STRATEGY 3: Using Templates Handout: Template for an academic argument Academic writing is a conversation. Read through Template 1 and Template 2 Try completing one template Don’t worry if you don’t have the citations yet Go to the essence of the topic. List literature to include Share and discuss
- 12. Some people say that doctoral students experience a number of identity transitions as they study, first becoming a doctoral student, then a doctoral candidate, and then an emerging scholar, and finally moving toward becoming a faculty member (Austin, 2002). Others respond, however, that transitioning from past and professional lives and identities is not an easy process; becoming a doctoral student and engaging in a life of scholarship can be a challenging and often frightening experience (Harrision, 2008; Jazvac-Martek, 2009; McAlpine & Amundsen, 2009). Others contend that the ease with which doctoral students transition into the academy can influence time to completion, overall attrition rates of a doctoral program, and the decision to enter the professoriate (Austin, 2002). We argue that encouraging students to undertake self-study research to examine their work as doctoral practitioners and their ongoing identity transitions is one way to guide students through the challenges of doctorial study. Foot, R., Crowe, A. R., Tollafield, K. A., & Allan, C. E. (2014). Exploring doctoral student identity development using a self study approach. Teaching and Learning Inquiry, 2(1), 103– 118. 12
- 13. Strategy 4: Text Structure Analysis (TSA) Handout: Text Structure Analysis: Example TSA & TSA form Multifacted strategy • Become better consumers of research literature abilities (reading) • Become aware of the structures of research literature (writing) Strategy 4 Tasks: o Read the example TSA (Journal of Faculty Development) o Review the brief descriptions of the three articles o Look for patterns across all three journal articles for each criteria o Write your observations in the “Patterns across articles” column o Think about how these patterns could inform doctoral students about reading, using, and writing journal articles
- 14. Graff, G. & Birkenstein, C. (2010). They say, I say: The moves that matter in academic writing (2nd ed.). New York, NY: Norton. Silivia, P. J. (2007). How to write a lot: A practical guide to productive academic writing. Washington, DC: American Psychological Association.
- 15. O How are you using academic writing strategies in your Ed.D. program?
- 16. Dannelle D. Stevens [email protected] 503.725.4679 Micki M. Caskey [email protected] 503.725.4749