Faced with writing the most comprehensive document in their lives, most doctoral candidates have concerns about the dissertation. Students enrolled in doctoral programs learn academic writing haphazardly, struggle with APA format, and labor to develop a scholarly voice. Throughout the doctoral process, this trial-and-error system of learning the academic writing style may fuel the students' lack of confidence as scholars and cause some to exit the program before graduation. At the dissertation level, doctoral students encounter the academic writing style in relative isolation. Intervention with academic writing at the beginning of the program will allow entry-level doctoral students to grow as emerging scholars with improved self-perception, strengthened critical reading and thinking, and scholarly writing skills. An introductory academic writing course will guide entry-level doctoral students through the academic writing process with direct instruction, modeling, and ample practice. When doctoral students experience the critical attributes of academic writing by practicing paraphrasing, summarizing, creating an annotated bibliography, and developing a mini-lit review, they gain experience and confidence as emerging scholars. Through consistent, guided instruction, professors can teach the progression of academic writing and guide doctoral students through the process of developing an emerging scholar mindset and academic writing style. Participants in this presentation will gain insight into developing entry-level doctoral students’ academic writing skills by including regular and sustained writing tasks in their courses that weave in APA guidelines and the critical attributes of academic writing.

Authors:
Denese Wolff-Hilliard, Houston Christian University, United States

About the Presenter(s)
Dr Denese Wolff-Hilliard is a University Assistant Professor/Lecturer at Houston Baptist University, United States

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