This qualitative study explores the experiences of 12 first-year students in a doctoral education program by examining students’ self-assessment of scholarly writing skills development during a collaborative writing experience. Cognitive apprenticeship serves as the theoretical framework for this study, offering an instructional paradigm of situated learning activities to teach knowledge and skills through guided tasks, culminating in diminished dependence on faculty as cognitive skills develop. The study returned three emergent themes reflecting students’ experiences in developing a scholarly voice, 1) importance of feedback to writing growth, 2) the nature of writing as an iterative process, and 3) establishing publication as a motivation to improve writing. Implications for faculty and programs suggest that students benefit from feedback in a variety of settings, and collaborative writing as path to publishing contributes to scholarly voice development early in a doctoral program.

Included in

Education Commons



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.