Date of Conferral
2023
Degree
Ph.D.
School
Education
Advisor
Katherine Garlough
Abstract
Postsession narrative notes written by professional tutors in a health sciences university writing center had never been analyzed to identify the most common elements noted as subpar in graduate students’ scholarly writing. The purpose of this basic qualitative study was to examine these notes to identify the most common elements noted as subpar in graduate students’ scholarly writing. The conceptual framework was Bloom’s original taxonomy. Hand coding of archival data was used to analyze 300 postsession narrative notes submitted by professional writing tutors during the fall trimester of 2022. Descriptive first-cycle coding was followed by pattern coding. The five most common elements were flow, style guide related concerns, organization, clarity, and alignment. Recommendations include that all elements of scholarly writing should be addressed simultaneously, professional writing tutors working with health science graduate students should not prioritize higher over lower order concerns, and predetermined instructional approaches should be secondary to addressing students’ individual needs. Findings may be used to improve writing support services to meet the demand for health care practitioners in the United States. Findings may also encourage equitable access for individuals who have faced barriers to obtaining and completing graduate education.
Recommended Citation
Nakazono, Hideki, "Elements of Scholarly Writing Identified by Writing Center Tutors in the Health Sciences" (2023). Walden Dissertations and Doctoral Studies. 14374.
https://scholarworks.waldenu.edu/dissertations/14374
