A Proposed Systems Model for Socializing the Graduate Writer

Autor/in	Jones, David R.
Titel	A Proposed Systems Model for Socializing the Graduate Writer
Quelle	In: Studies in Higher Education, 43 (2018) 1, S.173-189 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, David R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2016.1160276
Schlagwörter	Graduate Students; Writing (Composition); Writing Skills; Writing Ability; Holistic Approach; Models; Socialization; Ecological Factors; Writing Processes; Case Studies; Influences + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schreibübung; Writing skill; Schreibfertigkeit; Schreibkompetenz; Holistischer Ansatz; Analogiemodell; Socialisation; Sozialisation; Ökologischer Ansatz; Case study; Fallstudie; Case Study; Influence; Einfluss; Einflussfaktor
Abstract	Although researchers chorus the need to support graduate students toward higher levels of writing proficiency, their findings lack a holistic model for doing so. A model emerges upon scrutiny of the factors that have been implicated in supporting writing proficiency. In the proposed model, a socialization theory fits as a proximal process into the bioecological model and clarifies how graduate writers do or do not achieve and sustain proficiency target levels of writing aptitude. The proximal processes that support graduate writers include interactions among peer support and faculty members. Other factors that contribute to academic socialization include failure or achievement in micro-events, the reception of new information, and consequences of bidirectional influence. The text denotes further evaluation needs for testing the model. The model suggests a flexible pathway for supporting higher writing proficiency among graduate writers and that investment must recur in order to facilitate achievement and sustain outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01