Entering a community of writers: The writing center, doctoral students, and going public with scholarly writing

Abstract

In addition to taking advanced courses, graduate students navigate a potentially challenging transition of learning to write for publication. We, the authors, explored solutions to this transition with a study designed to explore the research questions: How does a systematic effort to help doctoral students enter a community of writers via writing center collaboration influence doctoral students’: (1) proficiency with academic writing, (2) writing apprehension, (3) self-efficacy as writers, and (4) comfort with “going public” with their writing? We used a collaborative, multi-layered self-study research approach because it allowed us to focus on critical examination of teaching practices that are of interest to the practitioner/researcher and to the greater educational community. Authors/participants include the co-director of a university Writing Center; two professors of a doctoral-level qualitative research methods course; four doctoral students who participated in a series of writing center collaborations; and one master’s student who served as a writing center consultant. These four perspectives provide unique insights into how writing center collaborations supported graduate students in developing their writing proficiency and efficacy, helping to initiate them into a community of writers who “go public” with their scholarship.