Purpose

Many doctoral students apply theoretical frameworks to writing assignments as part of their academic coursework and, later, in the practice of analyzing and reporting research. However, students often struggle to effectively apply theoretical frameworks to their writing processes. Thus, as one way of contributing to the writing pedagogies of doctoral-level instructors, the purpose of this study is to explore doctoral students’ learning experiences with analyzing and reporting organizational data using theoretical frameworks.

Design/methodology/approach

This study examines the perspectives of 29 doctoral students through analytical papers and reflections, letters and interviews.

Findings

Five themes within the context of current literature on writing were identified. These included students experiencing discomfort, even fear, about writing; students needing to write and receive honest feedback to learn how to write; the need for an instructional process that moves from conceptual to detailed instructions; understanding that writing has conceptual and skills implications that cannot be achieved in a single class; and the analytical writing process contributes to an understanding of the complexity of holding a doctoral degree.

Practical implications

The findings demonstrate the importance of helping doctoral students gain confidence and improve writing with theoretical frameworks, which can be accomplished with structured formats, through repetition and from instructor feedback.

Originality/value

This study offers unique insights into the challenges that doctoral students face when writing through theoretical frameworks and how instructors can interact with and potentially improve students’ writing skills and abilities.

中文翻译：

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在博士课堂上通过理论框架写作

目的

许多博士生将理论框架应用于写作作业，作为其学术课程的一部分，后来又用于分析和报告研究的实践中。但是，学生通常很难有效地将理论框架应用于他们的写作过程。因此，作为有助于博士生指导教师写作教学的一种方法，本研究的目的是通过使用理论框架分析和报告组织数据来探索博士生的学习经验。

设计/方法/方法

本研究通过分析论文和反思，来信和访谈，考察了29名博士生的观点。

发现

在当前有关写作的文献中确定了五个主题。其中包括学生对写作感到不适，甚至感到恐惧；需要写作并获得诚实反馈以学习如何写作的学生；需要从概念到详细的指导过程的指导过程；理解写作具有概念和技巧上的含义，这是不可能在一个单一的班级中实现的；分析写作过程有助于理解持有博士学位的复杂性。

实际影响

研究结果表明，利用理论框架帮助博士生获得信心并提高写作水平非常重要，而理论框架可以通过结构化的形式，通过重复和教师的反馈来实现。

创意/价值

这项研究提供了独特的见解，以了解博士生在通过理论框架写作时所面临的挑战，以及指导教师如何与之互动并潜在地提高学生的写作技能和能力。