RES-815-RS-T3-EmergingWriterWorksheet (1)
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Emerging Writer Worksheet
Angela Sellards College of Doctoral Studies, Grand Canyon University
RES-815: Introduction to Research Dr. Chuck Banaszewski
August 29, 2023
Emerging Writer Worksheet
Review the videos as you progress through this document for a more detailed explanation of the assignment’s objective and expectations. Thematic Matrix
In this section use a thematic matrix to extract key themes from the articles in order to synthesize
common themes.
VIDEO: Section 1 Patterns and Themes (12:47): https://www.youtube.com/playlist?list=PLpIqYOoVEqfOhH6ESVV-OiS_N7yDC-K_b
Coffman, Putman, Adkisson,
Kriner, and Monaghan (2016)
Garcia and Yao (2019)
Inouye and McAlpine
(2017)
Scholar
Scholar
Scholar
Identity
Identity
Mentorship
Socialization Socialization Writing ability Validation
Peer interactions
Peer Community Struggle
Community
Feedback
Looking over the thematic matrix above, what are two major patterns that are apparent in the three readings? In other words, where do these patterns overlap? The two themes common from the 3 articles will be your synthesized themes for the paper. Please list them below.
Theme 1: Peer Community Theme 2: Scholar Identity Enter these in the worksheet below
Finding Evidence to Support Themes
VIDEO: Section 2 Evidence Worksheet, Topic Sentences, and Thesis Statement (12:18): https://www.youtube.com/playlist?list=PLpIqYOoVEqfOhH6ESVV-OiS_N7yDC-K_b
Theme One:
Peer Community Coffman, Putman, Adkisson, Kriner, and Monaghan (2016)
Sharing ideas with peers made them feel like part of the scholar community.
Sharing provided feedback from peers.
Peers grow together into researches through the feedback and relationship with instructor.
Peers shift their identities into scholars within their community.
Facilitate socialization process with peers experienced in research. Garcia and Yao (2019)
Critique through feedback from professor and peers allow for doctorate students to become stronger in research and writing.
Peers being able to cohort together builds a strong sense of community to build confidence to stay in the program.
Online programs benefit from discussion boards for socialization and building confidence for online students that may otherwise be isolated from their peers.
Discussion boards allow online students to engage with their peers and combat impostor identity. Inouye and McAlpine (2017)
One research subject was able to reach out to peer groups for critique and support through a peer writing group.
Used interpersonal network to grow and self-assess readings and findings.
Both students stated that their sense of growth grew more confident due to engagement from the peers and feedback.
Participants benefited from peer community in both informal and formal settings. Synthesize
How does this theme relate to the topic of the paper (role of the researcher)? This will become your topic sentence in the paper.
Theme Two:
Scholar Identity Coffman, Putman, Adkisson, Kriner, and Monaghan (2016)
<Insert evidence from the article that supports this theme.>
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Garcia and Yao (2019)
<Insert evidence from the article that supports this theme.>
Inouye and McAlpine (2017)
<Insert evidence from the article that supports this theme.>
Synthesize
How does this theme relate to the topic of the paper (role of the researcher)? This will become your topic sentence in the paper.
Forming a Thesis Statement
List your two synthesized topic sentences to create your thesis statement.
Topic sentence 1:
Topic sentence 2:
From these extrapolate a thesis claim about the role of the researcher. <Document continues on next page.>
Organizing the Argument
VIDEO: Section 3: Outline (13:11): https://www.youtube.com/playlist?list=PLpIqYOoVEqfOhH6ESVV-OiS_N7yDC-K_b
I.
Introduction
a.
Engaging statement
b.
Contextualize topic c.
Contextualize themes
d.
Thesis statement
II.
Theme 1
a.
Topic sentence
b.
Evidence from 3 articles
c.
Transition statement to next theme
III.
Theme 2
a.
Topic sentence
b.
Evidence from 3 articles
IV.
Conclusion
a.
Support thesis statement
b.
Summarize theme points
c.
Future research recommendations
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Reflecting on the Process
VIDEO: Reflecting on the Process (2:54): https://www.loom.com/share/390765ecd2834b72bbe9b04a1765a507
Transcript of Video
In the following 250-500 word reflection, please reflect on the process of synthesizing an argument from research articles. Please discuss the challenges that you encountered identifying patterns from the research articles and the development of themes that will be the foundation of your upcoming Topic 5 paper. What did you learn about how to organize an argument? What did
you learn about the process of synthesis? What has surprised you? What new perspectives will you carry forward?
<Document continues on next page.>
References
Coffman, K., Putman, P., Adkisson, A., Kriner, B., & Monaghan, C. (2016). Waiting for the expert to arrive: Using a community of practice to develop the scholarly identity of doctoral students. International Journal of Teaching and Learning in Higher Education
, 28
(1), 30-37. Retrieved from http://www.isetl.org/ijtlhe/
Garcia, C. E., & Yao, C. W. (2019). The role of an online first-year seminar in higher education doctoral students’ scholarly development. The Internet and Higher Education
, 42
, 44-52. doi:10.1016/j.iheduc.2019.04.002
Inouye, K. S., & McAlpine, L. (2017). Developing scholarly identity: Variation in agentive responses to supervisor feedback. Journal of University Teaching and Learning Practice,
14
(2), 3-19. Retrieved from https://ro.uow.edu.au/jutlp/
<Document continues on next page.>
Appendix A: Transcripts of Videos
Emerging Writer Worksheet: Reflecting on the Process
https://www.loom.com/share/390765ecd2834b72bbe9b04a1765a507
Well there you have it. The emerging writer worksheet and you successfully completed filling out all of this information towards
execution of our synthesis paper.
The last thing we want to do is now reflect on our process.
You have put in a lot of hard work. You have learned new things. You have uncovered new frameworks, new ways of learning, and new ways of thinking about information. Reflective practice offers us an opportunity to think about the processes we've actively engaged through
the first 2 weeks of class and within this exercise. We have been reviewing research, highlighting keywords, terms, or word clusters that we may not have been familiar with previously. We have been categorizing information by means of thematic analysis and then organizing those efforts into a formal writing construct. So as you look back through your experiences over the previous two weeks (and perhaps even through the third week): what has this writing experience looked like and felt like for you as an emerging writer? Has your connection to the work - has your understanding of what our work entails, what becoming a researcher means collecting and analyzing data, developing your objective eye and your objective voice -
discussing research outcomes - have those connections and the responsibility they carry become more real for you? Reflective practice is something we can continue to engage and revisit.
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Each of the processes here on the worksheet (the language, the concepts we are learning here); each are going to come up again.
(Each) will provide us a first step in developing our familiarity with processes associated with reviewing literature, organizing information, and objectively discussing research-based outcomes. Take time here to look back.
You want to discuss the challenges you have encountered: what did you learn what will you take forward with you? What might you have to change? And with that, we conclude our discussion of the emerging writer worksheet.