Developing a Writing Group for First-Generation Doctoral Students

• In Event: Roundtable Session 60
  In Roundtable Session: Developing Writers, Researchers, and Critical Scholars

Abstract

The significance of writing within doctoral preparation is well-recognized. This paper reports on a self-study of a seminar in which steps were taken to assist doctoral students who self-identified as first-generation scholars in developing skills in peer review and writing. The paper discusses participants’ orientations to peer review; participants’ perspectives concerning what they had learned; barriers to participation; and suggestions for improvement. Three criteria are recommended as minimal requirements for doctoral students to participate in an effective writing community in which they might provide meaningful peer feedback to one another. This work must take place over a significant period of time. The paper concludes with strategies that might be used by faculty to develop effective writing communities among doctoral students.

Authors

• Kathryn J. Roulston, University of Georgia

• Deborah Lynn Teitelbaum, NC Center for the Advancement of Teaching

• Bo Chang, Ball State University

• Ronald E. Butchart, University of Georgia