Abstract
Students entering doctoral programs in adult education and related fields often experience culture shock. Perhaps the biggest adjustment is learning how to think and write like a scholar. This paper examines how involvement by doctoral students in a formal scholarly writing project during their first semester of study influenced their subsequent doctoral experience and professional work.
How to Cite:
Barnett, B., Caffarella, R. & Gimmestad, M., University of Northern Colorado, (1998) “Teaching Scholarly Writing to Doctoral Students: Giving Novice Scholars a Running Start”, Adult Education Research Conference 1(1998).
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