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Becoming a Scholar: Genre Knowledge, Self-Regulation, and a Graduate Student’s Transition from MA to PhD

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dc.contributor.authorRoderick, Ryan
dc.contributor.authorMoreau, Craig
dc.date.accessioned2024-01-12T19:10:25Z
dc.date.available2024-01-12T19:10:25Z
dc.date.issued2020
dc.description.abstractThis study takes a close look at how prompted self-reflection on writing intervenes in a graduate student’s development of self-regulation and genre knowledge as he transitions from MA to PhD program in rhetoric. We present the case of one graduate student, ‘Eric,’ who was explicitly taught conventions and strategies for writing and prompted to reflect on writing projects over several semesters using an in-process protocol. Aligning data from in-process protocols, interviews, and drafts of Eric’s writing, we construct a fine-grained narrative that shows a complex and recursive relationship among Eric’s development of knowledge about academic genres, self-regulation practices, and sense of scholarly identity. This narrative raises questions about how genre knowledge and self-regulation inform each other in graduate-level writing, and it offers an example of a self-regulation intervention that may help graduate students develop specialized ways of writing.
dc.identifier.citationRoderick, Ryan, and Craig Moreau. “Becoming a Scholar: Genre Knowledge, Self-Regulation, and a Graduate Student’s Transition from MA to PhD.” Writing & Pedagogy, vol. 12, no. 1, 2020, pp. 157-83.
dc.identifier.issn1756-5839
dc.identifier.urihttps://dspace.husson.edu/handle/20.500.14298/99
dc.language.isoen_US
dc.titleBecoming a Scholar: Genre Knowledge, Self-Regulation, and a Graduate Student’s Transition from MA to PhD
dc.typeArticle
dspace.entity.typePublication
relation.isAuthorOfPublicationa25338e0-9fe7-4c7d-a950-796408251a27
relation.isAuthorOfPublication.latestForDiscoverya25338e0-9fe7-4c7d-a950-796408251a27
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