TITLE:
Supporting Graduate Student Scholarly Writing Growth: Learner Perspectives on the Tasks Ahead
AUTHORS:
Barbara D. Holmes
KEYWORDS:
Academic Writing Development, Scholarly Identity, Organizational Leadership Development, Graduate Student Writing
JOURNAL NAME:
Open Journal of Leadership,
Vol.11 No.1,
February
28,
2022
ABSTRACT: This qualitative study explores academic writing experiences of graduate
students enrolled in a Master of Organizational Leadership Education program.
Participatory action research method was employed to connect with students and gain insight into writing anxiety and barriers to the development of
scholarly identity. Four emergent themes describe participant experiences
associated with addressing writing concerns and anxieties: 1) Scholarly writing
challenges are not delimited by age, gender, or professional experience, 2) The
shift from informal writing to formal writing is cumbersome, 3) Academic
writing negatively affected self-efficacy, and 4) Organizing the manuscript
narrative presented the most difficult challenge. Feedback from graduate
students tasked with academic writing indicates that academic writing
instruction should start earlier in instructional programs and faculty should
work as writing partners with emergent academic writers. Implications: Graduate preparation
programs should emphasize the critical importance of academic writing
development for successful matriculation in advanced study.