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Fajt, Virginia R.; Gelwick, Fran I.; Loureiro-Rodríguez, Verónica; Merton, Prudence; Moore, Georgianne W.; Moyna, María Irene; Zarestky, Jill

doi:10.2307/j.ctt4cgs6g.14

Cited by 4 publications

(1 citation statement)

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“…1,2 The literature highlights that the feeling of isolation is common among graduate-level writers, which can lead to stress, loneliness, self-doubt and other sentiments that inhibit productive writing. [2][3][4][5][6][7] Writing a dissertation can be a lonely proposition as the graduate student may only receive feedback and support from their advisor, who may not be successfully filling their writing mentoring needs. The advisor-student relationship is important to the completion of a graduate degree, as the team works together to produce a thesis or dissertation, but advisors may become inaccessible for a variety of reasons.…”

Section: Introductionmentioning

confidence: 99%

Writing in the Discipline (WRITE-D): A new approach to graduate student writing success

Daignault,

Morse

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Writing, regardless of stage in one's academic career, can be a challenge. For many graduate students, the writing of the dissertation may be the most difficult part of the academic journey.The collection of thoughts, the ability to ground research in appropriate literature, and expressing the topic and research activities so that others reading the work can understand may include abilities and skills a graduate student needs to develop. Writing a dissertation can be a lonely proposition as the graduate student may only receive feedback and support from their advisor. To assist students in reaching their writing goals, the Graduate School at Michigan Technological University piloted WRITE-D: Writing in the Discipline with graduate students in the Civil, Environmental, and Geospatial Engineering Department. The purpose of the WRITE-D program is to provide a dedicated time and space for graduate students to gather within their department to improve writing skills and make progress toward writing goals. Participants are encouraged to set writing goals and plan toward achieving those writing goals. The group provides a social network to work through writing challenges together, with discipline-specific guest speakers providing advice, guidance, and insight. These guest speakers are often faculty members as well as members of industry who can share experience writing within the discipline. The purpose of this paper is to identify the benefits of the guest speakers and content on graduate student writing, examine the impact of dedicated writing time on graduate student writing progress, and explore the impact of WRITE-D on graduate student comradery.

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Section: Introductionmentioning

confidence: 99%

Writing in the Discipline (WRITE-D): A new approach to graduate student writing success

Daignault,

Morse

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Interdisciplinarity as an opportunity in Argentinian and Ecuadorian writing groups

Colombo

Rodas

2020

Higher Education Research & Development

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Looking at faculty writing groups from within: some insights for their sustainability and future implementations

Rodas

Colombo

Calle

et al. 2021

International Journal for Academic Development

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Scholarly publications are a key component of academics' development in their roles as teachers and researchers. Writing groups seem to be effective to accompany this process as participants share their texts to improve them through peer feedback. To help academic developers in the understanding and implementation of faculty writing groups, a detailed analysis of what members talk about during their meetings was carried out with three Ecuadorian writing groups, complemented by in-depth interviews. Results show that in all groups most interactions focused on their common goal, the text and comments, and the organization of their meetings, supported by the facilitator.

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Cited by 4 publications

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Writing in the Discipline (WRITE-D): A new approach to graduate student writing success

Writing in the Discipline (WRITE-D): A new approach to graduate student writing success

Interdisciplinarity as an opportunity in Argentinian and Ecuadorian writing groups

Looking at faculty writing groups from within: some insights for their sustainability and future implementations

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