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Scholarly Writing for Doctoral Students DIGS IDEAS EVENT

Scholarly Writing for Doctoral Students DIGS IDEAS EVENT. Dr. Kakali Bhattacharya January 15, 2009 Texas A & M University Corpus Christi Email: kakali.bhattacharya@tamucc.edu Website: http://kakali.org http://kakali.org/generalresources.html. Writing in Doctoral Program. Research papers

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Scholarly Writing for Doctoral Students DIGS IDEAS EVENT

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  1. Scholarly Writing for Doctoral StudentsDIGS IDEAS EVENT Dr. Kakali BhattacharyaJanuary 15, 2009 Texas A & M University Corpus Christi Email: kakali.bhattacharya@tamucc.edu Website: http://kakali.org http://kakali.org/generalresources.html

  2. Writing in Doctoral Program • Research papers • Article reviews • Literature review • Project reports • Dissertation proposal • Dissertation

  3. Dissertation Format • Chapter 1 – Introduction • Chapter 2 – Literature Review • Chapter 3 – Methodology • Chapter 4 – Findings and Discussion • Chapter 5 – Conclusions and Implications

  4. Audience Interaction • What is scholarly writing?

  5. What is Scholarly Writing? • Narrative • Description • Exposition – writing that explains and answers the questions how? And why? In what ways?

  6. What is Scholarly Writing? Citational authority Research-based arguments Cite while you write Synthesis of literature APA style (Education) Develop/defend arguments

  7. Citational Authority • Developing a scholarly voice • Speaking with evidence • Article review versus literature review • Scholarly writing versus speeches • Identifying your arguments • Paragraphs are mini essays • Thesis • Evidence • So what? Or transition to next paragraph

  8. Thesis Statement • Propose or defend an idea or thesis • Offer conclusions or ask more questions about a topic • Thesis statements are akin to making your case for your work

  9. Transitions • Sequences – first, next, furthermore • Examples – for example, for instance, as an illustration • Contrast – But, in contrast, nevertheless • Causes– because, since, thus • Argument continues – furthermore, in addition, moreover

  10. Transitions (cont’d…) • Meaning – this X means, this X suggests, this X implies • Effects – therefore, accordingly, as a result, consequently • Conclusions – therefore, thus, then, in summary

  11. The Writing Process • Outline • Free writing • Annotated writing • Draft • Revision • Rewrite

  12. Managing Your Writing

  13. Managing Research & Writing • Bibliographic system • Record quotations, page numbers, citations • Electronic search capability • Document personal reactions • Document key words • Easily retrievable • Softwares available – Endnote, Zotero

  14. Common Mistakes (What are yours?) • Improper citation, no citation, narrow citation • Ad hominem arguments • Straw person arguments • Using strong emotional language • Overly generalized assertions • Pushing arguments to improper conclusions

  15. Examples

  16. What is Wrong? • Teachers are exhausted having to meet the needs of high stakes testing and having to complete paperwork.

  17. What is Wrong? • Teachers are critical to the success of students in the school. They need to know how they can meet the learning needs of all students.

  18. Group Work • In your groups try to identify what might be wrong with the information in slides 19-21.

  19. What is Wrong? • School leaders and administrators are in a difficulty position trying to meet the needs of parents, teachers, and students.

  20. What is Wrong? • Research (Bhattacharya, 2009) shows that leaders and administrators are experiencing compassion fatigue as they have to meet competing needs of teachers, parents, and students at times. Additionally, it is important for the administrators to go through continuous professional development (Bhattacharya, 2009) in order to stay on top of their fields. Campus leaders and administrators should evaluate their compassion periodically to ensure that they are not fatigued (Bhattacharya, 2009).

  21. What is Wrong? • Administrators should try to work the best that they can given the mandates of No Child Left Behind Act. Are we going to let teachers not be able to teach just because there is a legislation? Everyone knows that teachers are now teaching to the test because of high stakes testing. Teachers are overly stressed to balance the demands of high stakes testing and teach well. Administrators are in a difficult position to be supportive leaders.

  22. What is Wrong? • The state does not support teachers as they should especially when they mandate curriculum. For this reason alone teachers need to go to more professional development workshops to know how to deal with these mandates. There is plenty of evidence (Bhattacharya, 2009) that shows once a teacher is supported through professional development, the teacher is interested in improving her teaching. Teacher attrition rates are decreased (Bhattacharya, 2009) when teachers are supported by their administrators. The teachers who have the highest performing students in standardized test scores usually teach to the test on a regular basis (Bhattacharya, 2009).

  23. Reflections and Questions • What questions you have right now that have not been addressed? • What one piece of information was presented in this workshop that you can immediately put to use?

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