Assignment For T Clear Directions have been attached along with the articles for additional resources YOU CANNOT USE OUTSIDE SOURCES FOR RESEARCH- ALL

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Clear Directions have been attached along with the articles for additional resources

YOU CANNOT USE OUTSIDE SOURCES FOR RESEARCH- ALL INFORMATION MUST BE FROM THE ATTACHED ARTICLES ONLY!!!

APA FORMAT WITH COVER SHEET

USE THE INFORMATION IN THE BELOW WORKSHEET TO WRITE A 7TH EDITION APA FORMAT PAPER- 1000 WORDS NOT INCLUDING COVER SHEET

THE TOPIC IS HOW DOES ACCEPTING FEEDBACK AND KNOWING HOW TO PROPERLY RESEARCH HELP MOLD THE ROLE OF A DOCTORAL RESEARCHER

EVERYTHING IN RED ARE DIRECT QOUTES FROM THE ARTICLE- YOU CANNOT USE DIRECT QOUTES BUT YOU CAN USE THE VERBAGE AS LONG AS IT IS SYNTHESIZED

Theme 1: RESEARCH

Theme 2: FEEDBACK

Theme One:

RESEARCH

Coffman, Putman, Adkisson, Kriner, and Monaghan (2016)

· The exploration into the development of a students identity attempts to address the need for further research about identity development of adult students in higher education (Kasworm, 2010), while also highlighting that identity development is not isolated to traditional teaching methods alone (Jimenez-Silva & Olsen 2012).

· It is somewhat of a paradox that research and writing are so important in doctoral studies but students feel “unprepared to make this transition” (Lovitts, 2008, p.296).

Garcia and Yao (2019)

· In addition, the foundations of educational inquiry as well as personal development related to research were addressed, including the development of critical thinking and analytical skills (Garcia, 2019).

· As indicated by participants’ experiences, scaffolding assignments was critical to their understanding of the research process (Garcia, 2019).

· While the study was limited to a particular course in a single institution, there are several implications for practice and research that can be drawn from this work. As indicated by the findings, participants found value in this first-year seminar course as a way to develop their scholarly and research identity (Garcia, 2019).

Inouye and McAlpine (2017)

· Over the past two decades, ample research has recognized the development of scholarly identity as a process of becoming located within a discipline and institution based on one’s research contribution (Inouye, 2017).

· At the doctoral level, much of the research on feedback has focused on that between the supervisor and student, because it is under the supervisor’s purview that the student shapes a thesis (Inouye, 2017).

· Part of moving from student to independent researcher (Aitchison & Lee 2006; Aitchison et al. 2012) is learning to value challenging feedback as a mechanism to enhance one’s thinking. In this shift, giving and receiving feedback comes to be seen as a collaborative process requiring skill and cooperation from both supervisor and student, involving student regulation of the emotions associated with revision and writing. In other words, a significant aspect of responding to supervisory feedback is learning to negotiate criticism in productive ways (Inouye, 2017).

Synthesize

Research & writing are important in doctoral studies, but the learners feel unprepared (Karie Coffman, 2016).

Scaffolding assignments is critical to the learners understanding of the research process (Garcia, 2019).

Giving & receiving feedback is seen as a collaborating process requiring skill from both supervisor & learner (Inouye, 2017).

Theme Two:

FEEDBACK

Coffman, Putman, Adkisson, Kriner, and Monaghan (2016)

· The CoP provided the container for reflective discourse between members (Mezirow, 1997), which fostered the ideal setting for transformative learning to take place: a safe environment that supports collaboration, reflection, and feedback (Karie Coffman, 2016).

Garcia and Yao (2019)

· Caffarella and Barnett found that critiques from faculty and their peers, through face-to-face and continuous feedback, were most helpful in doctoral students becoming stronger and more confident scholarly writers (Garcia, 2019).

· In addition, instructors should be intentional about providing useful feedback to students in multimodal ways, which may include written feedback, video feedback, and phone meetings (Garcia, 2019).

· Caffarella and Barnett found that critiques from faculty and their peers, through face-to-face and continuous feedback, were most helpful in doctoral students becoming stronger and more confident scholarly writers (Garcia, 2019).

Inouye and McAlpine (2017)

· From the perspective of identity-trajectory, how the student chooses to engage with supervisor feedback (an institutional resource) in developing the research project is a key site of inquiry, as the development of the doctoral proposal and thesis, which create the intellectual contribution that demonstrates a growing scholarly identity, are arguably the most central institutional responsibility of doctoral work (Inouye, 2017).

· Yet, while previous studies have investigated the communication and reception of supervisor feedback, and what types of feedback students find useful, few studies have addressed how supervisor feedback is related to the development of scholarly identity, particularly early on in doctoral work (Inouye, 2017).

· Feedback creates or highlights what the assessor considers a “gap” between the quality of student work and the target level defined by the assessor – which students may mitigate by seeking out and addressing comments, and by learning to detect issues in their work through self-assessment (Hattie & Timperley 2007) (Inouye, 2017).

Synthesize

· A safe environment that supports collaboration, reflection, and feedback is the ideal setting for transformative learning to take place (Karie Coffman, 2016).

· Research shows that most helpful in doctoral students becoming stronger and more confident scholarly writers is continuous as well as face-face feedback as well as receive feedback from their instructors. By providing various forms of feedback this enables the doctoral student to become more confident as a scholar (Garcia, 2019).

· How a doctoral student chooses to engage with supervisor feedback is vital in developing their skills as a scholar. When learning how to detect issues thru self-assessment, feedback helps highlight what the gap may possibly be in the quality of the students work (Inouye, 2017).

Topic sentence 1: Proper research is the foundation of a successfully constructed scholarly written paper.

Topic sentence 2: Feedback is just as important in the dissertation process as is research. Feedback helps the learner improve and achieve scholarly writing.

Thesis statement- A Graduate Students scholarly writing will improve as they learn to properly research and accept feedback.

.

Organizing the Argument

I. Introduction-

a. Engaging statement- Throughout the doctoral program the learner will come to understand the importance of proper research and acceptance of feedback to share their identity as a scholar (Inouye, 2017).

b. Contextualize topic – (Tell a Reader What Skills are Needed and Why It’s Important

To be a better researcher the learner must have patience and have an open mindset to accept feedback.

c. Contextualize themes- (Tell the reader how these skills contribute to your theme)

Accepting feedback and mastering the skill of research the learner will have success at the doctoral level.

Thesis statement- A Graduate Student’s writing will improve as they learn to properly research and accept feedback.

II. Theme 1- Research

a. Topic sentence

The Importance of research is to produce high quality work at the doctoral level (Garcia, 2019).

b. Three Articles

· Caffarella and Barnett found that critiques from faculty and their peers, through face-to-face and continuous feedback, were most helpful in doctoral students becoming stronger and more confident scholarly writers (Garcia, 2019).

· In addition, the foundations of educational inquiry as well as personal development related to research were addressed, including the development of critical thinking and analytical skills (Garcia, 2019).

· Over the past two decades, ample research has recognized the development of scholarly identity as a process of becoming located within a discipline and institution based on one’s research contribution (Inouye, 2017).

c. Transition statement – Although research is critical, feedback is just as vital in the growth of becoming better writer in the doctoral program.

III. Theme 2- Feedback

a. Topic sentence

Feedback is needed to help improve and also give the learner explanation of what’s accurate and inaccurate about the learners work (Karie Coffman, 2016).

b. Three articles

· A safe environment that supports collaboration, reflection, and feedback is the ideal setting for transformative learning to take place (Karie Coffman, 2016).

· Research shows that most helpful in doctoral students becoming stronger and more confident scholarly writers is continuous as well as face-face feedback as well as receive feedback from their instructors. By providing various forms of feedback this enables the doctoral student to become more confident as a writer (Garcia, 2019).

· How a doctoral student chooses to engage with supervisor feedback is vital in developing their skills as a writer. When learning how to detect issues thru self-assessment, feedback helps highlight what the gap may be in the quality of the students work (Inouye, 2017).

IV. Conclusion

a. Support thesis statement- Feedback and research are vital in helping a learner improve their researching and scholarly writing skills (Karie Coffman, 2016).

b. Summarize theme points- Producing high quality research is important at the doctoral level. Improving the confidence as a writer, feedback explains inaccuracies in the learners writing (Inouye, 2017).

c. Future research recommendations-

Future research recommendations for the student would be to read more books to establish an understanding of how important research is and how accepting feedback will improve the learners writing skills as well as the confidence of the learner.

Finding evidence to support one’s themes can be eye-opening and tense, if they may have short comings of not understanding the proper process of reading journal articles and gathering information needed to formulate their documents.

Contextualizing themes may present a challenge but ultimately with patience a doctoral learner can gain a more heightened perspective of the process. Understanding this process will not be an overnight achievement one will have to endure all obstacles to become the best scholarly writer possible.

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