Abstract
Graduate students often encounter obstacles related to written science communication that can set them back in their path towards degree completion. Efforts to support these students should be informed by what they actually need or desire; yet oftentimes, programs are developed based on assumptions or intuitions. In other cases, proven models from literature are used to develop programs; however, due to a lack of justification for approaches and vague descriptions of daily teaching and learning activities, the intricacies of design are relatively unknown. Thus, in institutes looking to establish research writing resources or build on existing infrastructure, more research is needed to demonstrate how needs assessment can directly transfer to program development. In this paper, I describe how findings from a campus-wide needs assessment of graduate students (N = 310) and faculty (N = 111) informed the development of design principles for a week-long dissertation writing workshop. The complete description of the intervention, including how main elements and content align with socio-cognitive perspectives to writing, can facilitate replication; theory building; and communication about effective writing instruction. This work also offers a springboard for future research and program development and establishes a blueprint.
- Journal
- Journal of Writing Research
- Published
- 2018-10-01
- DOI
- 10.17239/jowr-2018.10.02.07
- CompPile
- Search in CompPile ↗
- Open Access
- OA PDF Diamond
- Topics
- Export
- BibTeX RIS
Citation Context
Cited by in this index (0)
No articles in this index cite this work.
Cites in this index (0)
No references match articles in this index.
Related Articles
-
Assessing Writing Jan 2026Assessing the effects of explicit coherence instruction on EFL students’ integrated writing performance ↗Xi Li; Mo Chen
-
Composition Forum Oct 2025
-
Pedagogy Oct 2024rhetorical criticism first-year composition writing pedagogy basic writing writing across the curriculum graduate education two-year college service learning teacher development revision argument collaborative writing assessment writing program administration multimodality multilingual writers literacy studies race and writing disability studies community literacy editorial matter
-
Pedagogy Apr 2024Zachary C. Beare; Jessica Masterson; Shari J. Stenberg
-
Journal of Writing Research Jun 2022Baseline assessment in writing research: A case study of popularization discourse in first-year undergraduate students ↗Florentine Marnel Sterk; Merel Margot van Goch; Michael Burke; Iris van der Tuin