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High-Impact Writing Support for Online Students Writing a Dissertation in Practice

High-Impact Writing Support for Online Students Writing a Dissertation in Practice

Nicholas R. Werse, Cece Lively, Lacy K. Crocker Papadakis
Copyright: © 2021 |Pages: 20
ISBN13: 9781799866640|ISBN10: 1799866645|EISBN13: 9781799866664
DOI: 10.4018/978-1-7998-6664-0.ch001
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MLA

Werse, Nicholas R., et al. "High-Impact Writing Support for Online Students Writing a Dissertation in Practice." Practice-Based and Practice-Led Research for Dissertation Development, edited by Robin Throne, IGI Global, 2021, pp. 1-20. https://doi.org/10.4018/978-1-7998-6664-0.ch001

APA

Werse, N. R., Lively, C., & Papadakis, L. K. (2021). High-Impact Writing Support for Online Students Writing a Dissertation in Practice. In R. Throne (Ed.), Practice-Based and Practice-Led Research for Dissertation Development (pp. 1-20). IGI Global. https://doi.org/10.4018/978-1-7998-6664-0.ch001

Chicago

Werse, Nicholas R., Cece Lively, and Lacy K. Crocker Papadakis. "High-Impact Writing Support for Online Students Writing a Dissertation in Practice." In Practice-Based and Practice-Led Research for Dissertation Development, edited by Robin Throne, 1-20. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6664-0.ch001

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Abstract

This chapter examines the unique writing needs of professional doctoral students and the writing goals of the dissertation in practice that distinguish these students from traditional research-oriented graduate student writers. In this chapter, the authors survey emerging scholarship that establishes best practices for online writing support. Additionally, this chapter combines the insights gained from the discussion of professional doctoral students' unique needs and writing support research in order to establish applicable best practices to support online professional doctoral students in the dissertation in practice writing process. These best practices are further informed by the authors' practical experience of launching an online professional doctoral degree writing center that currently serves more than 300 online students. This chapter concludes that intentional, tailored writing support complements professional graduate degree students' course work through a structured approach to the writing process that emphasizes transferable skills and reflective value.

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