Abstract
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.
Recommended Citation
Trimble, M. J., & Parker, D. M. (2020). Developing A Scholarly Voice Early: Collaborative Writing as a Pedagogy. The Journal of Advancing Education Practice, 1(1). https://openriver.winona.edu/jaep/vol1/iss1/1
