Write more, publish more, stress less: Five key principles for a sustainable and creative scholarly practice
Abstract
In this book Dr. Dannelle D. Stevens offers five key principles that will bolster your knowledge of academic writing, enable you to develop a manageable, sustainable, and even enjoyable writing practice, and, in the process, effectively increase your publication output and promote your academic career.
... We applied this method often, as illustrated by the following example: how to develop an argument for a manuscript. First, we modeled how we used the one-page argument template (Graff & Birkenstein, 2018;Stevens, 2019) on our own manuscripts. Then, we coached the students as they used the template to frame the argument for their own research problem of practice for their comprehensive paper. ...
... After they developed their argument, we scaffolded the refinement of their argument to fit within their comprehensive paper using faculty and peer feedback within their small writing groups. We followed this instructional pattern of modeling, coaching, and scaffolding for teaching students how to do focused freewrites (Stevens & Cooper, 2009), write key sentences, develop an abstract, write an Institutional Review Board (IRB) proposal, set writing goals, and work in writing groups (Stevens, 2019). A fuller description of our research related to the use of the cognitive apprenticeship appeared in another manuscript (Caskey & Stevens, 2021). ...
... The writing challenge for students was to develop their research and writing skills and, for the comprehensive exam paper, to identify a problem of practice and analyze it through the three theoretical perspectives taught in the program courses: learning, leadership, and program/policy. When students submitted successive drafts, we gave feedback and directed their attention to strategies and rhetorical structures that undergird academic writing (Stevens, 2019). For each draft, we used the track changes and comment features in MS (Microsoft) WORD™ and uploaded students' drafts with our embedded feedback to their folder in the course management system. ...
Doctoral students’ program non-completion continues to be a worldwide phenomenon. Given the challenges across the globe following the 2020-22 pandemic, we need scholarly and skilled PhD and education (EdD) doctoral program graduates. A place to look for retention improvement is by studying what students learn and how they are taught in their university doctoral programs. One purpose of this case study was to describe how 12 EdD students in a program seminar responded to instruction in research and writing strategies during their first year of a four-year program. The second purpose was to examine student responses to formative assessments and describe and explain ongoing instructional adjustments using a Scholarship of Teaching and Learning (SoTL) framework within our own faculty community of practice. Analysis of surveys and student work indicated that writing and research strategies were instructive, engaging, and useful in building research and writing foundations. Analysis of multiple formative assessments helped us refine our instructional strategies during the year. Because all students completed the first high stakes program milestone (comprehensive paper) in year two, our findings suggested that the seminar’s instructional strategies established a foundation for student success and timely program progress. Using multiple formative assessments over time was critical in strengthening our teaching practice as well. We recommended instructional practices associated with student research and writing skill development as well as student progress and retention.
... • rhetorical structures (Graff & Birkenstein, 2010;Stevens, 2019); ...
... applicable to any field (Bailey, 2015;Barros, 2016;Behrens & Rosen, 2018;Belcher, 2009;Butler, 2007;Claudio, 2016;Day & Gastel, 2016;Dollahite & Haun, 2011;EssayShark, 2017;Goodson, 2016;Graff & Birkenstein, 2016;Heard, 2016;Hofmann, 2016;Jensen, 2017;Katz, 2009;Miller-Cochran, Stamper, & Cochran, 2016;Oshima & Hogue, 2007;Parija & Kate, 2017;Rocco, Hatcher, & Associates, 2011;Savage & Mayer, 2012;Schimel, 2012;Silvia, 2007;Singh & Lukkarila, 2017;Stevens, 2018;Sword, 2012Sword, , 2017Thonney, 2015;Tulley, 2018). ...
... One example is the book Write more, publish more, stress less! Five key principles for a creative and sustainable scholarly practice by Dannelle D. Stevens (2019), reviewed in this issue by Sharon Chang. ...
While still considered non-traditional, the popularity of the three-article dissertation is increasing. This variation on the conventional dissertation format consists of three publication-ready articles that cohesively address an overarching research problem. As much as the traditional format, it showcases students' research and writing skills while providing an opportunity to engage in multiple research projects. This chapter describes the differences between a conventional dissertation and a three-article dissertation format, delving into the different phases of the latter. Based on their experiences with the format, the authors offer insight for faculty mentors and doctoral students interested in pursuing a three-article dissertation, including its associated challenges and advantages.
El presente libro lo escribimos con la finalidad de apoyar a nuestros estudiantes en la tarea de escribir la tesis doctoral
Proficiency in writing is crucial for success in graduate school. While doctoral student writing has received attention in the research literature, little research has focused on master's student writing. Master's students need to be skilled writers in their professional lives, and have the same if not greater need for writing instruction as other graduate students. When writing is taught in graduate school, the instruction often focuses on content and text, not on the writing context and process. Recent research on academic writing suggests the importance of focusing on the behaviors, motivations, and cognitions that surround student writing, especially metacognitive awareness and self-regulation of the writing processes. This qualitative case study examined MA TESOL students’ reactions to classroom activities designed to teach metacognitive awareness of writing strategies, self-regulation of writing practices, and text strategies. Data collected included surveys and students’ writing plans. Five themes emerged from the data analysis. Students benefitted from: Increased metacognitive awareness of writing practices, the focus on the social support of writing, the opportunity to review peers’ papers, discussion of the stress points around writing, and instruction about the text structures underlying academic writing. Suggestions for application of instructional practices to other writing programs are included.
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