| Title: |
Write on! Through to the Ph.D.: Using Writing Groups to Facilitate Doctoral Degree Progress |
| Language: |
English |
| Authors: |
Maher, Michelle; Fallucca, Amber; Halasz, Helen Mulhern |
| Source: |
Studies in Continuing Education. 2013 35(2):193-208. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Physical Description: |
PDF |
| Page Count: |
16 |
| Publication Date: |
2013 |
| Document Type: |
Journal Articles; Reports - Evaluative |
| Education Level: |
Higher Education |
| Descriptors: |
Doctoral Degrees; Collaborative Writing; Writing (Composition); Communities of Practice; Writing Processes; Graduate Students; Part Time Students; Social Support Groups; Productivity; College Faculty; Scholarship; Participation; Student Motivation; Self Control; Accountability; Time on Task; Time Management |
| DOI: |
10.1080/0158037X.2012.736381 |
| ISSN: |
0158-037X |
| Abstract: |
Although writing groups have a long history in higher education, they have only recently been recognized as a support strategy for doctoral students, particularly those at the dissertation stage. From the perspective of student participants, we investigate motivations for participation in and perceived outcomes of voluntary semi-structured writing groups used to facilitate doctoral degree completion. Group participation resulted in the development of a vibrant intellectual community among students, recent doctoral recipients, and faculty. Commitment to degree completion and student and faculty scholarly productivity soared through the use of this simple but innovative pedagogical strategy. |
| Abstractor: |
As Provided |
| Number of References: |
39 |
| Entry Date: |
2013 |
| Accession Number: |
EJ1005045 |
| Database: |
ERIC |