Becoming a scholar: Genre knowledge, self-regulation, and a graduate student's transition from MA to PhD.

Saved in:

Bibliographic Details
Title:	Becoming a scholar: Genre knowledge, self-regulation, and a graduate student's transition from MA to PhD.
Authors:	Roderick, Ryan T.¹ roderickr@husson.edu, Moreau, Craig² cmoreau@andrew.cmu.edu
Source:	Writing & Pedagogy. 2020, Vol. 12 Issue 1, p157-183. 27p.
Subject Terms:	Graduate students, Student development, Writing processes, Scholars, Self regulation
Abstract:	How might explicitly prompting graduate students to self-regulate intervene in their development of writing knowledge and practices across multiple semesters? This study takes a close look at how prompted self-reflection on writing intervenes in a graduate student's development of self-regulation and genre knowledge as he transitions from MA to PhD program in rhetoric. We present the case of one graduate student, 'Eric,' who was explicitly taught conventions and strategies for writing and prompted to reflect on writing projects over several semesters using an in-process protocol. Aligning data from in-process protocols, interviews, and drafts of Eric's writing, we construct a fine-grained narrative that shows a complex and recursive relationship among Eric's development of knowledge about academic genres, selfregulation practices, and sense of scholarly identity. This narrative raises questions about how genre knowledge and self-regulation inform each other in graduate-level writing, and it offers an example of a self-regulation intervention that may help graduate students develop specialized ways of writing. [ABSTRACT FROM AUTHOR]
	Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	How might explicitly prompting graduate students to self-regulate intervene in their development of writing knowledge and practices across multiple semesters? This study takes a close look at how prompted self-reflection on writing intervenes in a graduate student's development of self-regulation and genre knowledge as he transitions from MA to PhD program in rhetoric. We present the case of one graduate student, 'Eric,' who was explicitly taught conventions and strategies for writing and prompted to reflect on writing projects over several semesters using an in-process protocol. Aligning data from in-process protocols, interviews, and drafts of Eric's writing, we construct a fine-grained narrative that shows a complex and recursive relationship among Eric's development of knowledge about academic genres, selfregulation practices, and sense of scholarly identity. This narrative raises questions about how genre knowledge and self-regulation inform each other in graduate-level writing, and it offers an example of a self-regulation intervention that may help graduate students develop specialized ways of writing. [ABSTRACT FROM AUTHOR]
ISSN:	17565839
DOI:	10.1558/wap.34586