1. Scholarly Writing for Doctoral Students DIGS IDEAS EVENT
Dr. Kakali Bhattacharya January 15, 2009
Texas A & M University Corpus Christi
Website:

2. Writing in Doctoral Program
Research papers
Article reviews
Literature review
Project reports
Dissertation proposal
Dissertation

3. Dissertation Format Chapter 1 – Introduction
Chapter 2 – Literature Review
Chapter 3 – Methodology
Chapter 4 – Findings and Discussion
Chapter 5 – Conclusions and Implications

4. Audience Interaction
What is scholarly writing?

5. What is Scholarly Writing?
Narrative
Description
Exposition – writing that explains and answers the questions how? And why? In what ways?

6. What is Scholarly Writing?
Citational authority
Research-based arguments
Cite while you write
Synthesis of literature
APA style (Education)
Develop/defend arguments

7. Citational Authority Developing a scholarly voice
Speaking with evidence
Article review versus literature review
Scholarly writing versus speeches
Identifying your arguments
Paragraphs are mini essays
Thesis
Evidence
So what? Or transition to next paragraph

8. Thesis Statement Propose or defend an idea or thesis
Offer conclusions or ask more questions about a topic
Thesis statements are akin to making your case for your work

9. Transitions Sequences – first, next, furthermore
Examples – for example, for instance, as an illustration
Contrast – But, in contrast, nevertheless
Causes– because, since, thus
Argument continues – furthermore, in addition, moreover

10. Transitions (cont’d…)
Meaning – this X means, this X suggests, this X implies
Effects – therefore, accordingly, as a result, consequently
Conclusions – therefore, thus, then, in summary

11. The Writing Process Outline Free writing Annotated writing Draft
Revision
Rewrite

12. Bibliography Software
Managing Your Writing
Bibliography Software
Research Journal
Annotations
Documenting Quotes

13. Managing Research & Writing
Bibliographic system
Record quotations, page numbers, citations
Electronic search capability
Document personal reactions
Document key words
Easily retrievable
Softwares available – Endnote, Zotero

14. Common Mistakes (What are yours?)
Improper citation, no citation, narrow citation
Ad hominem arguments
Straw person arguments
Using strong emotional language
Overly generalized assertions
Pushing arguments to improper conclusions

15. Examples

16. What is Wrong?
Teachers are exhausted having to meet the needs of high stakes testing and having to complete paperwork.

17. What is Wrong?
Teachers are critical to the success of students in the school. They need to know how they can meet the learning needs of all students.

18. Group Work
In your groups try to identify what might be wrong with the information in slides

19. What is Wrong?
School leaders and administrators are in a difficulty position trying to meet the needs of parents, teachers, and students.

20. What is Wrong?
Research (Bhattacharya, 2009) shows that leaders and administrators are experiencing compassion fatigue as they have to meet competing needs of teachers, parents, and students at times. Additionally, it is important for the administrators to go through continuous professional development (Bhattacharya, 2009) in order to stay on top of their fields. Campus leaders and administrators should evaluate their compassion periodically to ensure that they are not fatigued (Bhattacharya, 2009).

21. What is Wrong?
Administrators should try to work the best that they can given the mandates of No Child Left Behind Act. Are we going to let teachers not be able to teach just because there is a legislation? Everyone knows that teachers are now teaching to the test because of high stakes testing. Teachers are overly stressed to balance the demands of high stakes testing and teach well. Administrators are in a difficult position to be supportive leaders.

22. What is Wrong?
The state does not support teachers as they should especially when they mandate curriculum. For this reason alone teachers need to go to more professional development workshops to know how to deal with these mandates. There is plenty of evidence (Bhattacharya, 2009) that shows once a teacher is supported through professional development, the teacher is interested in improving her teaching. Teacher attrition rates are decreased (Bhattacharya, 2009) when teachers are supported by their administrators. The teachers who have the highest performing students in standardized test scores usually teach to the test on a regular basis (Bhattacharya, 2009).

23. Reflections and Questions
What questions you have right now that have not been addressed?
What one piece of information was presented in this workshop that you can immediately put to use?