Teaching Doctoral Students to Become Scholarly Writers: The importance of giving and receiving critiques

By R. Caffarella, Bruce G. Barnett. 2000

339 citations recorded by the source corpus.

Subfields: Education, History and Philosophy of Science, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/ed06979d3925b416a182ba58b098b782375193ad

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Citations in the corpus

A Model for Doctoral Students’ Perceptions and Attitudes Toward Written Feedback for Academic Writing (2011, background): “(Caffarella and Barnett 2000), perceptions of formative assessment practices (Crossouard and Pryor 2009), writing processes and beliefs about writing (Lavelle and Bushrow 2007), opinions and experiences regarding different feedback sources (Li and Flowerdew 2007), and opinions about feedback in scho”
Demystifying Academic Writing: Reflections on Emotions, Know-How and Academic Identity (2009, background): “Caffarella & Barnett (2000) similarly found that participants in their writing programme felt intimidated by having to exchange draft work.”
More than just a brain: emotions and the doctoral experience (2013, background): “Both interaction and appraisal were central to doctoral students’ participation in the scholarly writing groups Caffarella and Barnett (2000) investigated.”
Challenges of Becoming a Scholar: A Study of Doctoral Students' Problems and Well-Being (2012, background): “This includes developing coauthoring practices in which explicated, process-oriented, and constructive feedback is provided for the doctoral students [91–93].”
The ‘Write’ Skills and More: A Thesis Writing Group for Doctoral Students (2009, background): “This can result in: increased motivation to write (Hay & Delaney, 1994; Morss & Murray, 2001); enhanced confidence to write (Hay & Delaney, 1994; Caffarella & Barnett, 2000); and emotional support to counterbalance what could otherwise be a lonely, isolating process (Torrance et al., 1992; Moore,…”
A learning community approach to doctoral education in the social sciences (2009, background): “Caffarella and Barnett (2000) highlight the central importance of peer review and reflection in the scholarly writing process as a means to help establish an interactive model of learning in which students are engaged in writing, critiquing the writing of other students and reflecting on the…”