Territories and Categories of Academic Writer: Possibilizing Through the Act/Art of Writing

Thomas, Louise

doi:10.1007/978-3-030-01674-6_2

Cited by 4 publications

(2 citation statements)

References 12 publications

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“…We found that working with peers in a space that is characterized by equality rather than hierarchy can allow emerging scholars to see that emerging identity in each other. It also promotes the notion of 'academic belongingness' (Thomas, 2019). Interactions during the online writing workshop encouraged participants to engage in sharing their ideas and comments and to provide feedback freely among the participants.…”

Section: Viewing Yourself In the Mirror: Reflecting On Self-developmentmentioning

confidence: 99%

Academic Identity Development of Doctoral Scholars in an Online Writing Group

Subedi

Sharma

Bista

2022

IJDS

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Aim/Purpose: This study explores how online writing groups facilitate the academic identity development of doctoral scholars. Background: Academic institutions around the world, and especially in developing societies, are demanding increasing amounts of research and publications from their doctoral scholars. The current study used an online writing group to facilitate writing skills development, which bolstered the academic identity development of participating scholars. Academic identity is defined as the becoming and being of an academic scholar, with writing skills as a means of acquiring and performing the status and skills of a scholar. It is reflected in the confidence, contribution, and relationship carried out in writing as a member of the academic community. Methodology: This study utilizes narrative inquiry as a research methodology to capture the experiences of six doctoral scholars from two universities in Nepal. We explore the academic identity of doctoral scholars from a sociocultural perspective, employing unstructured interviews, meeting notes, and entry and exit surveys of the online writing group. Contribution: This article shows how online writing groups offer unique and impactful opportunities for networking, collaboration, and problem-solving, which can significantly enhance their writing abilities and prospects of publication, thereby fostering their intellectual agency and academic identity. Findings: This study reports three findings of the value of online writing groups: addressing gaps in formal education, community as a form of accountability, and virtual community as a platform for identity development. On the final finding of identity development, we identify and discuss four themes from data analysis: growth of self-image as scholars, strengthening of commitment to scholarship, identification of venues for expanding the scope of publication, and enhancement of digital skills. The informal and collaborative nature of online writing support facilitated socially constructivist learning, which was highly conducive to the development of academic identity among emerging scholars. Recommendations for Practitioners: It is recommended that institutions implement and encourage online writing support programs as an effective means of addressing gaps in doctoral education. While this program can fill gaps in the low-resource contexts of developing countries, it can bolster formal mentoring in any context. Recommendation for Researchers: Further research should use large-scale or longitudinal studies to explore how informal, especially online writing support and collaboration, accelerate research and writing skills, scholarly productivity, and overall academic identity formation of doctoral scholars. Impact on Society: As societies around the world accelerate their demand for doctoral degrees and also require research and publications for degree completion, new and creative approaches utilizing emerging technologies could help to fill gaps in curriculum and support systems for their doctoral scholars. Future Research: Future research could expand the scope and take a longitudinal approach for more fine-grained data and developing broader perspectives.

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Section: Viewing Yourself In the Mirror: Reflecting On Self-developmentmentioning

confidence: 99%

Academic Identity Development of Doctoral Scholars in an Online Writing Group

Subedi

Sharma

Bista

2022

IJDS

View full text Add to dashboard Cite

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“…Five broad categories can be used to classify the writing (Webster & Watson, 2002;Thomas, 2019): a. Grammar that speaks of the proper tenses. Each tense has a distinct meaning, such as showing time.…”

Section: Literature Review 1 the General Concept Of Writingmentioning

confidence: 99%

Developing Students’ Descriptive Writing Ability by Using Animation Movie

2021

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This study's objective is to study how using animated movie might help students improve their writing skills. One class served as the research sample for the pre-experimental methodology used in this study. In the first year of the MA Muhajirin, As'adiyah Kampiri, served as the research sample. Twenty students made up the study's sample. In order to select the sample for the study, the researcher employed the cluster random sampling technique and chose X A. Their understanding of the subject matter for text writing was made simple and enjoyable by the audio and visual mix. It was also acceptable for junior high school kids to get excited and interested in writing in order to hone their descriptive text-writing abilities. Writing tests were used to gather data on the students' descriptive writing abilities, which were then evaluated using SPSS 20. There were noticeable improvements, as seen by the pre-test and post-test results. The pupils' experimental post-test score of (82.11) was greater than their pre-test score, which served as evidence (52.63). The results also revealed that the probability value (0.00) was less than the level of significance (0.05). Based on the findings, the researcher concluded that using animation movies could help students in their first year of MA strengthen their descriptive writing skills. As'adiyah Kampiri Muhajirin.

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