Showing posts with label Dissertation. Show all posts
August Live Webinar Schedule
Can you believe it’s August already? During this classic back-to-school season, check out our live webinar calendar. Hope to see you there!
Transitioning from Corsework to Doctoral Capstone Writing
Essential Elements for Writing Annotated Bibliographies
Writing Literature Reviews in Your Graduate Coursework
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Tuesday, August 4, 1:00-2:00 p.m. ET
Audience: Doctoral Capstone students
Writing a doctoral capstone document, such as a dissertation or a doctoral or project study, is a unique process with its own challenges. Often the shorter writing and research assignments you have done in courses do not accurately reflect what it takes to craft a book-length document that contains an original scholarly contribution, which is what your capstone will be. This webinar addresses the ways writing the doctoral capstone differs from writing for graduate courses and outlines some helpful strategies for how to approach the writing process as you move into the capstone phase.
Essential Elements for Writing Annotated Bibliographies
Thursday, August 13, 7:00-8:00 p.m. ET
Audience: Graduate students
This session discusses the do's and don'ts of annotated bibliographies using examples. This session is relevant for any graduate students who will be or have completed an annotated bibliography as part of their course work or in preparation for a doctoral capstone study. We also explain how annotated bibliographies can be used by all writers as a way to take notes and organize research. If you are currently writing or will write a large research paper, this is the webinar for you!
Writing Literature Reviews in Your Graduate Coursework
Tuesday, August 18, 11:00 a.m. - 12:00 p.m. ET
Audience: Graduate students
Are you writing a literature review in one of your master's or doctoral courses? This webinar is for you! Literature reviews often require a large amount of research and organization as you collect multiple perspectives on a topic and synthesize them together. In this webinar, you'll learn tips for how to successfully write a literature review for your courses.
Note: This webinar will not address literature reviews in doctoral capstones (dissertations and project studies). To learn about literature reviews in doctoral capstones, see the webinar "Reviewing the Literature and Incorporating Previous Research," as well as the Doctoral Capstone Form and Style website.
If you are unable to attend any of these sessions in person, we post recordings of every live webinar event on the Walden University Writing Center website. The recordings of these sessions are posted 24 hours after they take place, and you can watch them free and on-demand.
The Walden University Writing Center creates content to help students with a range of topics related to scholarly writing, APA style, and the writing process. We host webinars, and offer paper reviews, live chat, and a podcast.
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Thursday Thoughts: Live Webinars in May
APA
,
Avoiding Plagiarism
,
Capstone Writing
,
Dissertation
,
Documentation
,
Grammar and Mechanics
,
Organization
,
Paragraphs
,
Scholarly Writing
No comments
Spring is
a great time to build your academic writing knowledge and skills and we have several
live webinars in May to help you do just that! As usual, we have relevant webinars for every
student.
Plagiarism Prevention: The Three Components to Avoiding Plagiarism
In this webinar we will discuss advanced sentence structure errors and how to avoid them, focusing on revising tips and practice. Attend this webinar to learn how to become a better proofreader of your own grammar!
Wednesday, May 15th, 2019 6:00 p.m.-2700 p.m. (Eastern)
It's difficult to fulfill all of the requirements of an assignment if you're not sure what the assignment prompt is asking you to do, right? This webinar takes students through the three sections of Walden assignment prompts, presenting 7 strategies you can use for dissecting and demystifying the writing assignment requirements. We will also discuss what to do when you find an assignment prompt confusing and tips for what requirements are often required but left unsaid (like a thesis statement).
Writing at the Graduate Level
Monday, May 20th. 2019 8:00 p.m.-9:00 p.m. (Eastern)
We are not born knowing how to write academically, and you did not enter graduate school knowing how to write like a graduate student. After all, writing is a learning process. This session will discuss the characteristics of scholarly writing, giving you strategies to elevate your writing to graduate school expectations.
Discussing Method, Procedure, and Study Design
Wednesday, May 22nd, 2019 1:00 p.m.-2:00 p.m. (Eastern)
Your reader not only wants to understand the results of your study, but also how you achieved those results: in other words, the rationale for your design and the methodology for collecting data. Join this webinar for a discussion of common writing issues students face when discussing these elements as well as strategies for overcoming them.
Thursday, May 30th, 2019 12:00 p.m.-1:00 p.m. (Eastern)
Paragraphs are the building blocks of an academic essay, and the strength of your writing and argument depend on developing effective paragraphs. Learn how to develop effective academic paragraphs by using topic, analysis, evidence, and concluding sentences (including an explanation of the MEAL plan). You will leave this webinar with a better understanding of the components of an effective paragraph, as well as tips for creating cohesion between and within paragraphs.
The Walden University Writing Center creates content to help students with a range of topics related to scholarly writing, APA style, and the writing process. We host webinars, and offer paper reviews, live chat, and a podcast.
Plagiarism Prevention: The Three Components to Avoiding Plagiarism
Thursday,
May 2nd, 2019 8:00p.m.-9:00
p.m. (Eastern)
Plagiarism
can be an intimidating concept for many student writers. Everyone wants to
avoid plagiarism, but it can be unclear what exactly plagiarism is and how to
avoid it. Join the Writing Center for our three ways to avoid plagiarism in
your writing. In this session you'll learn how to identify plagiarism, but then
practical ways to avoid plagiarism in your own writing.
Tuesday, May
7th, 2019 12:00
p.m.-1:00 p.m. (Eastern)In this webinar we will discuss advanced sentence structure errors and how to avoid them, focusing on revising tips and practice. Attend this webinar to learn how to become a better proofreader of your own grammar!
Wednesday, May 15th, 2019 6:00 p.m.-2700 p.m. (Eastern)
It's difficult to fulfill all of the requirements of an assignment if you're not sure what the assignment prompt is asking you to do, right? This webinar takes students through the three sections of Walden assignment prompts, presenting 7 strategies you can use for dissecting and demystifying the writing assignment requirements. We will also discuss what to do when you find an assignment prompt confusing and tips for what requirements are often required but left unsaid (like a thesis statement).
Writing at the Graduate Level
Monday, May 20th. 2019 8:00 p.m.-9:00 p.m. (Eastern)
We are not born knowing how to write academically, and you did not enter graduate school knowing how to write like a graduate student. After all, writing is a learning process. This session will discuss the characteristics of scholarly writing, giving you strategies to elevate your writing to graduate school expectations.
Discussing Method, Procedure, and Study Design
Wednesday, May 22nd, 2019 1:00 p.m.-2:00 p.m. (Eastern)
Your reader not only wants to understand the results of your study, but also how you achieved those results: in other words, the rationale for your design and the methodology for collecting data. Join this webinar for a discussion of common writing issues students face when discussing these elements as well as strategies for overcoming them.
Thursday, May 30th, 2019 12:00 p.m.-1:00 p.m. (Eastern)
Paragraphs are the building blocks of an academic essay, and the strength of your writing and argument depend on developing effective paragraphs. Learn how to develop effective academic paragraphs by using topic, analysis, evidence, and concluding sentences (including an explanation of the MEAL plan). You will leave this webinar with a better understanding of the components of an effective paragraph, as well as tips for creating cohesion between and within paragraphs.
If you are unable to attend any of these sessions in person, we post recordings of every live webinar event on the Walden University Writing Center website.
The recordings of these sessions are posted 24 hours after they take place, and
you can watch them free and on-demand.
The Walden University Writing Center creates content to help students with a range of topics related to scholarly writing, APA style, and the writing process. We host webinars, and offer paper reviews, live chat, and a podcast.
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Transitioning into Your Final Doctoral Study?
It's been a long time coming. After all those courses,
discussion posts, projects, writing assignments, and time spent researching
topics in your field... you are finally moving into your final doctoral study.
Each degree program has its own requirements and series of documents, but many
follow this pattern: premise; prospectus; and final study, project, or
dissertation. Your program may not include all three of those or something may
go by another name. However, these documents are a big shift from the course
work you have been doing.
The Walden University Writing Center has many resources to
help you as you transition into these documents that are part of your final
doctoral study. Writing Center instructors are here to help you with your preproposal documents: the premise and prospectus. Let's take a look at some of those now.
- Here are webinars designed especially for the doctoral capstone writer. You may want to check out the one about moving from coursework into capstone writing. These webinars share tips about the specific documents you will be writing.
- Writing at this level can often feel lonely. The writing process for the capstone documents is sometimes done without the hustle, bustle, and interaction that comes with course work and discussion posts. On the podcast, we talk about the value of a writing community for academic writers.
- The first documents you work on will be the premise and/or prospectus, depending on your program. The Walden Writing Center offers a preproposal starter kit to walk you through these documents.
- If you are working on a premise or prospectus, you can still take advantage of our paper review service. Just be sure to choose the "preproposal schedule."
- When the day comes when your prospectus is approved and you begin work on the proposal, you will find all the help you need on the Walden Writing Center form and style page.
If you are looking for a specific type of supporting resource, please reach out and let us know. We will be happy to find it for you.
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Postgraduation Capstone Publication
In the Writing Center, we are often asked about what
students' options are for publishing their capstone after graduation and how to
go about doing so. There is no correct
answer to how to proceed, as many aspects of the approach will vary on the type
of degree, type of publication sought, and ultimate goal of the
publication.
Since early 2017, the Writing Center editors have created
several Kits to help students while writing the different parts of the capstone
document. We have recently added the Postgraduation
Kit, which is intended to guide students through the process of publishing
one portion of their capstone or a revised, shortened version of the complete
study.
Here are a few things students should consider when thinking
about a postdegree, capstone-related publication:
A Chapter or Section as a Stand-Alone Document
Consider the publication type. Many professional programs design their
capstones so that one chapter or section is already intended as a stand-alone
document. Students should consider
whether there is already a portion of the capstone that could be minimally
revised and reformatted as a document.
Examples of this are the DBA Consulting Capstone Section 3, EDD Project
Study Project, and DNP Section 5.
This approach involves removing the unnecessary chapters or
sections and the Postgrad Kit has instructions on how to do this. The end result here is often a white paper or
a project that can be shared directly with individuals or organizations related
to the topic. The goal may be a white
paper or project to disseminate among professionals in the field, and whether part
of the capstone was designed as such, does not matter. Any chapter or section can be made to exist
as a paper on its own, with the appropriate introduction and conclusion added.
Peer-Reviewed Journals
If a white paper or project to be disseminated is not a
desired outcome, students should consider revising the capstone for
peer-reviewed publication format. To
begin trimming down the lengthy capstone into a shorter paper, in its entirety,
we suggest first settling on a journal.
Then, students should review their References list and explore the most
frequently referenced journals. These
should be a good place to begin.
After a journal is selected, students should conduct some
research on the journals, their style, and the submission process. Publication will involve including all
components of the capstone, but in a briefer version and without a lot of the exposition. There is no need for development of and
explanation of the different research methods and all designs that the student
could have used. There is a certain
amount of knowledge assumed of the reader.
Generally, the headings included are: introduction, literature review,
method, results, discussion and conclusion.
The Postgrad Kit also includes steps and instructions in more detail.
Other Options for the Capstone
If the student's goal is to raise awareness about their
results, not necessarily aim for an academic publication, there are other
options as well. Trade journals may also
be an appropriate venue. Though they are
not part of the peer-reviewed process and often do not follow the standard
format of intro., literature review, etc.
These types of journals often accept articles that are written in a
language that is more geared to professionals in the field than an academic
audience.
A conference presentation may be another effective option. Sometimes, the topic needs to be further
developed, even after the dissertation, before it may be ready for a
journal. Presenting at an academic or
trade conference may help test the ideas and allow the student/researcher to
gain feedback on the interpretation of the results. Seeking out a conference to present the
material may be a goal, in itself, or a first step toward exploring
publication.
For more information and tips what to do with the capstone
after graduation and on how to develop the document into a working publication
visit our Postgraduation Kit on the Form and Style website.
Direct questions about writing the capstone or potential revisions for
publication to editor@waldenu.edu.
.png "Kelly Chermack author picture")
Kelly Chermack is the Manager of Editing Services in the Walden University Writing Center. She first joined the staff as a dissertation editor in 2012. She earned her PhD from the University of Minnesota in Sociology, and specializes in organization theory, workplace policy, and research methods. She is also a contributing faculty member in Walden's Human and Social Services PhD and Doctorate of Business Administration.
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A Dissertation Editor's Tips for Headings in the Capstone Document
In this post, I want to address the issue of headings in
doctoral capstone studies. Drawing from my experience in editing students’ capstone
documents for form and style, I’d like to offer some notes about the nature and
purpose of headings and subheadings in studies. Then, I’d like to share some
information and resources for correctly formatting these headings in APA.
Headings are a key way that writers help readers make sense
of and navigate documents, especially long ones such as capstone studies. By
looking at the text of a heading and its formatting, readers can more easily understand
your study’s focus and follow your narrative.
In APA, five heading levels are possible. In a Walden
doctoral capstone study, an additional heading level, Level 0, is used for
main-level headings such as chapter and section titles. Most Walden capstone
writers will use Level 0-3 (and possibly Level 4) headings in their documents. The
different heading levels’ formatting varies in terms of whether they are
centered or indented, bold or in plain text, in upper/lowercase or sentence
case, or followed by a period. The Form and Style Checklist includes a helpful overview
of the different APA levels used in Walden capstone documents.
The important thing to remember is that headings in APA are
hierarchically structured in terms of their APA level. That is, a Level 1
heading is a subheading of a Level 0 heading whereas a Level 2 heading is a subheading
of a Level 1 heading. The concept of nesting may be another way to think about
this. By looking at the formatting of a heading, especially in relation to
other surrounding headings, a reader should be able to glean important details
about how content is related to other content (and, more broadly, how the
document is structured).
Most headings in your capstone study are specified in your
program template and/or checklist. When drafting the different sections of your
study, you will want to make sure that the phrasing, ordering, and APA level of
your headings match what is in these documents.
In some sections, especially long ones like the literature
review, you may want to add additional subheadings (most probably, Level 3 and
4 ones) to help readers better follow the different strands of your narrative. When
doing so, I recommend making your headings succinct yet sufficiently
descriptive enough that a reader glancing only at the heading would have a good
idea of the content that followed it. Definitely, heed the guidance of your
committee members.
When using your program template, you can apply a pre-formatted
style tag to each of your headings. The Styles section of the Home tab in
Microsoft Word includes correctly-formatted tags for each of the APA heading
levels. By tagging your headings rather than manually formatting them, you can
more easily ensure that they are correctly formatted. Another advantage of
using the style tags is that the Table of Contents can be automatically updated
to include current Level 0-2 headings and corresponding page numbers. For an
overview of how to work with your program template and apply style tags, please click play and watch the Template Demonstration Video embedded below.
Hopefully with this
post, I’ve provided some useful perspective on this aspect of capstone writing.
In the Comments section, we’d love to hear your feedback.
Tara Kachgal is a dissertation editor in the Walden University Writing Center. She has a Ph.D. in mass communication from the University of North Carolina at Chapel Hill, and teaches for the School of Government's online MPA@UNC program. She resides in Chapel Hill and, in her spare time, serves as a mentor for her local running store's training program.
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Narrative Writing For Capstone Projects
The doctoral capstone is a specific type of document that demonstrates your scholarship and your familiarity with academic conventions and existing knowledge in your field. For the dissertation, doctoral study, project study, or project, the primary type of writing required is what is known as “expository”— you inform your reader about current research and/or practice relevant to your topic, explain the type of study you conducted and why it was relevant, and present outcomes and conclusions based on what you found. This may feel different from what we may think of as typical “narrative,” a series of events with a beginning, middle, and end.
Social science writing, and particularly writing in APA style, is distinct from literary and other forms of expression. The APA (6th ed.) manual even specifies that authors should avoid “devices that attract attention to words, sounds, or other embellishments instead of to ideas” (p. 70). This is why your chairperson, committee members, and editors at the Writing Center will delete literary devices, emotional language, and more overtly argumentative or persuasive elements in your draft. Because the goals of APA style are economy of expression, clarity, precision, and appropriate academic tone, in many ways a more traditionally narrative form of writing is not suitable for what you want to accomplish in your capstone. It can be helpful, though, to think about how narrative writing may still apply while you write in a more formal, academic way.
Telling the Story of Your Data
In your proposal in particular, you want to resist the urge to follow typical narrative forms. The purpose of the proposal is to explain the type of study you want to do, how it fits in with existing research and/or practice, and its potential significance to current scholarship. When it comes to presenting your results, sometimes it helps to think of that section as “telling the story of your data.” This does not mean suddenly slipping into memoir, of course; still, presenting your results with a beginning, middle, and end can help you convey information in a way that your reader can understand and without repeating yourself or jumping from point to point sporadically. What did you do first? What happened during data collection, and did it match what you planned in your proposal? What did you do once you had all your data? How did analysis work, and what did you find? Thinking of the results as the story of your data, even if you still present it in formal, scientific language, can keep you organized and prevent confusion when it comes time to write everything up.
Reflecting on Your Work
Students in certain programs are required to include specific reflections about their study as part of the final document. While, again, you do not want to become overly literary in your description, you can use this section to tell the story of your development as a scholar. Whereas the other sections convey your research skills and academic knowledge through your analysis and use of evidence, this section is your chance to actually provide the story of your own development as a doctoral-level scholar practitioner. For instance, Sections 1, 2, and 3 of your EdD project study are your chance to show you are a doctoral scholar, and Section 4 is your chance to tell readers about it. Using a narrative structure here can help you present this in a linear, focused way.
Don’t Be Afraid to Experiment
The doctoral capstone document is long, with many varied parts, so you will find yourself shifting between different modes of writing depending on the goals of the particular section. While the capstone has certain restrictions, and APA style precludes certain literary approaches, you should still feel comfortable trying out different approaches to conveying your ideas during the drafting process.
Often people can worry that “academic” or “scientific” writing necessarily has to be dry or unengaging, but it is quite the contrary. To return to the words of the APA manual, “In describing your research, present the ideas and findings directly but aim for an interesting and compelling style and a tone that reflects your involvement with the problem” (p. 66). When you set out to write your capstone project, your ultimate goal is to write in a way that the audience can grasp your capstone’s significance and, ultimately, its contribution to social change. Including elements of narrative writing in your capstone project can help your reader do just that.
.png)
Lydia Lunning is a Dissertation Editor and the Writing Center's Coordinator for Capstone Services. She earned degrees from Oberlin College and the University of Minnesota, and served on the editorial staff of Cricket Magazine Group.
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Social science writing, and particularly writing in APA style, is distinct from literary and other forms of expression. The APA (6th ed.) manual even specifies that authors should avoid “devices that attract attention to words, sounds, or other embellishments instead of to ideas” (p. 70). This is why your chairperson, committee members, and editors at the Writing Center will delete literary devices, emotional language, and more overtly argumentative or persuasive elements in your draft. Because the goals of APA style are economy of expression, clarity, precision, and appropriate academic tone, in many ways a more traditionally narrative form of writing is not suitable for what you want to accomplish in your capstone. It can be helpful, though, to think about how narrative writing may still apply while you write in a more formal, academic way.
Telling the Story of Your Data
In your proposal in particular, you want to resist the urge to follow typical narrative forms. The purpose of the proposal is to explain the type of study you want to do, how it fits in with existing research and/or practice, and its potential significance to current scholarship. When it comes to presenting your results, sometimes it helps to think of that section as “telling the story of your data.” This does not mean suddenly slipping into memoir, of course; still, presenting your results with a beginning, middle, and end can help you convey information in a way that your reader can understand and without repeating yourself or jumping from point to point sporadically. What did you do first? What happened during data collection, and did it match what you planned in your proposal? What did you do once you had all your data? How did analysis work, and what did you find? Thinking of the results as the story of your data, even if you still present it in formal, scientific language, can keep you organized and prevent confusion when it comes time to write everything up.
Reflecting on Your Work
Students in certain programs are required to include specific reflections about their study as part of the final document. While, again, you do not want to become overly literary in your description, you can use this section to tell the story of your development as a scholar. Whereas the other sections convey your research skills and academic knowledge through your analysis and use of evidence, this section is your chance to actually provide the story of your own development as a doctoral-level scholar practitioner. For instance, Sections 1, 2, and 3 of your EdD project study are your chance to show you are a doctoral scholar, and Section 4 is your chance to tell readers about it. Using a narrative structure here can help you present this in a linear, focused way.
Don’t Be Afraid to Experiment
The doctoral capstone document is long, with many varied parts, so you will find yourself shifting between different modes of writing depending on the goals of the particular section. While the capstone has certain restrictions, and APA style precludes certain literary approaches, you should still feel comfortable trying out different approaches to conveying your ideas during the drafting process.
Often people can worry that “academic” or “scientific” writing necessarily has to be dry or unengaging, but it is quite the contrary. To return to the words of the APA manual, “In describing your research, present the ideas and findings directly but aim for an interesting and compelling style and a tone that reflects your involvement with the problem” (p. 66). When you set out to write your capstone project, your ultimate goal is to write in a way that the audience can grasp your capstone’s significance and, ultimately, its contribution to social change. Including elements of narrative writing in your capstone project can help your reader do just that.
Lydia Lunning is a Dissertation Editor and the Writing Center's Coordinator for Capstone Services. She earned degrees from Oberlin College and the University of Minnesota, and served on the editorial staff of Cricket Magazine Group.
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Technical Tips for Longer Writing Projects
I admit, I definitely have a love-hate relationship with MS
Word; while there are so many options for making the word processing simpler
and ensuring the finished document looks slick, there always seems to be some
quirk or default in the system that makes me feel more like I’m wrestling with
the document rather than revising it.
Once I started to dig into the various functions available
in MS Word and got over some of my fear and anxiety about the software, my
relationship with MS Word improved a lot. Now I recommend many of the functions
I used to nervously avoid, and there are several options I could not do without
when working with longer documents.
Word Support
Remember, there are people out there whose job it is to
help. Playing around with software or new functions you aren’t used to using
can feel intimidating, and sometimes you don’t even know what you don’t know or
what to ask. Take some time to familiarize yourself with the different MS Word resources available through the Academic Skills Center, and you will be
surprised at what you could learn that will help you later on.
If you scan down the menu to the left of the page and review
the resources available at some of those links, you may even recognize
solutions to problems you have encountered before. (I did not even know what a
dot leader was until I had to learn how to fix them.) Plus, you will have a
better idea what Word can do and how you can use it to compose your manuscript.
The Academic Skills Center offers one-on-one support, and
you can either make an appointment or send your questions to WordSupport@waldenu.edu.
Moving Swiftly yet Carefully in Longer Documents
Beyond the formatting tools are the specific editing
functions in MS Word. While you are not required to use it in your own revision
practice, all Walden students should be well-versed in how to use Track Changes
and the different options for viewing those changes in your document. Your
faculty (such as your chairperson and doctoral committee) will use these
functions to give you feedback on your drafts, and if you do not know how to
view their feedback or incorporate their changes, this can cause frustration on
all sides.
I cannot overstate the usefulness of the editing functions
of Find and Replace. You may want to use the Replace function less frequently
(the “Replace all” option can lead to some confusing and ungrammatical results
if you do not read over everything carefully first), but Find will be your
friend every time.
Scrolling through a document can get tedious, not to mention
hard on the eyes, and printing out your work and reviewing a hard copy will not
guarantee you catch every instance of a word or phrase. The Find function
(which you can access with the keyboard shortcut “Ctrl+F” on a PC or
“Command+F” on a Mac) lets you navigate through your document with the greatest
of ease and ensures you locate everything you are looking for (provided you
spelled it correctly…).
You can use the Find function to update verb tenses, check
for acronym or abbreviation use, and locate the first time you cite a specific
source so you know when to use the abbreviation et al. Best of all, you can
quickly confirm whether or not your citations have corresponding reference
entries listed at the end of the document and whether you have only included
reference entries for those sources you directly cited. (Trying to check for
this without the Find function could take hours when you are dealing with
something the size of a dissertation or doctoral study.)
The Limits of Software’s Magic
You still want to avoid relying too heavily on software
options to generate your draft. Some students use citation management software,
for example, to help keep track of their reference and citation information.
None of these systems is perfect, unfortunately, and their adherence to APA can
range from the merely imperfect to the terrible, so make sure you know APA well
enough to proofread for errors, and try to avoid using a system that does not
let you add your own changes easily.
Do not be afraid to experiment with technical options for
revising and organizing your document. If you label files clearly and save
often, there is nearly no mistake you cannot undo, so be brave. If, for
example, you replace the wrong thing or delete something you meant to keep, you
can always undo it and move on. The more practice you have working with the
different technical options available to you, the more you can revise like a
professional.
Lydia Lunning is a Dissertation Editor and the Writing Center's Coordinator for Capstone Services. She earned degrees from Oberlin College and the University of Minnesota, and served on the editorial staff of Cricket Magazine Group.
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June Webinar Update
APA
,
Capstone Writing
,
Citations
,
Discussion Posts
,
Dissertation
,
Organization
,
Reading & Writing
,
Scholarly Writing
,
Writing Process
No comments
Happy June, Walden students! We hope your summer months are off to a sunny start! This month we have a range of webinars from APA to Capstone writing.
The
Walden Writing Center provides information and assistance to students
with services like live chat, webinars, course visits, paper reviews,
podcasts, modules, and the writing center webpages. Through these
services they provide students assistance with APA, scholarly writing,
and help students gain skills and confidence to enhance their scholarly
work.
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Every webinar presents
students with a live, interactive setting where you can ask questions of
writing center staff, work on practice exercises and questions, and develop a
better understanding of the topic being presented. This month, our topics include APA basics, paper development, the capstone writing transition, and critical thinking. Check out our schedule below. All times listed in EST.
You can click these links to register for the
webinar ahead of time! If you can’t attend live, don’t worry—you can check out our entire Webinar Recording Library here.
|
If you have any questions
about our webinar schedule or appointment scheduling system, e-mail us at writingsupport@waldenu.edu. We hope
to see you there!
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Thursday Thoughts: Capstone Resources
APA
,
Capstone Writing
,
Concise Writing
,
Digital Research
,
Dissertation
,
Literature Review
,
Organization
,
Revising
,
Scholarly Writing
,
WriteCast
,
Writing Communities
,
Writing Process
No comments
The Writing Center works with Walden
University writers to provide resources for different points in the academic
writing process. Instructors work with students during their coursework and up
through the doctoral prospectus, while editors connect with students from the
proposal stage through the completion of their doctoral project. In addition to
our web resources webinars, and one-to-one services, we provide blog posts,
podcasts, and other resources that may help students with capstone development.
Below is a curated list of resources, by
category, that may be helpful to students as they write the capstone.
On Getting Started
and Sustaining Productivity:
Preproposal Starter Kit
Proposal Starter Kit
Five Things to Know Before Beginning Your Capstone Study
Proposal Starter Kit
Five Things to Know Before Beginning Your Capstone Study
Revising:
Research and
Resources:
Specific
Sections/Documents in the Capstone
The
Walden Writing Center provides information and assistance to students
with services like live chat, webinars, course visits, paper reviews,
podcasts, modules, and Writing Center webpages. Through these
services they provide students assistance with APA, scholarly writing,
and help students gain skills and confidence to enhance their scholarly
work.
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