Learning to Write a Research Article: Ph.D. Students' Transitions toward Disciplinary Writing Regulation.

摘要: This paper presents a study designed from socially situated and activity theory perspective aimed at gaining deeper understanding of how Ph.D. students regulate their academic writing activity. Writing regulation is complex highly social nature, involving cyclical thought-action-emotion dynamics the individual’s capacity to monitor his/her The central purpose was analyze takes place within framework an educational intervention, seminar help write first research articles. not only focused on teaching discursive resources disciplinary articles in psychology but also sought develop students’ recognition epistemic stances (ways knowing) identities being) communities. While doing this, helping overcome contradictions they encountered as constructed researchers writers through writing. We collected data participants’ perceptions (through analyses interviews, diaries, in-class interaction) practices successive drafts peers’ tutors’ text revisions). Contradictions represent challenge for which individual does have clear answer. Consequently, solutions need be creative often painful; that is, needs work out something qualitatively different mere combination two competing forces. unit analysis “Regulation Episode,” defined sequences discourse and/or action contradiction may inferred which, turn, lead implementation innovative actions solve. Results showed regarding conceptualizations texts—as artifacts-in-activity versus end-products—and become visible certain manifestations such “dilemmas” “critical conflicts” (Engestrom & Sannino, 2011). Dilemmas were more difficult solve than other manifestations, mostly appeared episodes when grappling with writers. Regulation identity slower connected conceptualization artifact-in-activity. development affected by