May 30 (blog prompt #2)...Straight Talk About Dissertations and Dissertating
This prompt requires two post twice:
1. Write about something that the Lee discusses that you found interesting, helpful, troubling, upsetting, etc. (basically, something that you thing merits more discussion)
2. Reply to someone else's post or someone else's response to a post. Join the conversation about whatever topic you choose.
1. Write about something that the Lee discusses that you found interesting, helpful, troubling, upsetting, etc. (basically, something that you thing merits more discussion)
2. Reply to someone else's post or someone else's response to a post. Join the conversation about whatever topic you choose.
I think the portion of the paper about professors not wanting you to (but secretly screaming you would) be thesis academic copies of themselves is something worth more discussion. I've already talked to other doc students in my own program, and in others, about being unaware that they can choose topics for their thesis that are unrelated to their advisor's own interests, and can even choose another dissertation chair at the start of the process (one who isn't their academic advisor). While the Lee article goes in depth on having the freedom to choose your own topic of interest, with time considerations for the scope of the final product, I think it should, in fact it needs, to go more in depth on how doc students can earn or actively grasp their own agency over their dissertation topic.
ReplyDeleteThis is an area that I am very interested in. I do not feel like we have received much information about the dissertation process and what will go into choosing an adviser. I think this is an area that needs more attention.
DeleteElisa
DeleteMEP,
DeleteI also thought the comment about professors privately wishing you could make a career as their clone was worth discussing. I would have actually liked a bit of expansion on that thought from the author. If I'm giving her the benefit of the doubt, I considered maybe she is just so invested in her own research topics that she fervently wishes more of her doc students would follow in her footsteps? Anyway, I hope we will have the chance to discuss this thought more in class, because the sentiment seems a bit of an antithesis to nurturing innovative scholarship and developing free-thinking doc students.
It's funny because I never really thought about replicating or cloning what a faculty member has already done. When I have had friends that have pursued doctorates in the scientific community, they have had to find the faculty members with research interests close to theirs. Ultimately, that made their decision to attend an institution. We (or maybe just me) don't really have to follow that same prescribed path. However, I have found that I want to spend more time finding the faculty that do more closely align to my research interests, since the school is primarily k-12 focused, I feel as though I want to connect with that community more closely.
DeleteYes. This is a topic that needs more attention. When pursuing my master's in mathematics, I understood it exactly as stated in the article. I had to choose my thesis advisor (different from my program advisor) and it was well-known that it had to be done this way. I don't know many people whose program advisor ended up being their thesis advisor. However, I assumed it was different here because I was specifically told that my assigned advisor would be my dissertation chair and I would only be choosing the additional committee members. As a matter of fact, I was asked, before official acceptance, if I believed that the faculty member chosen for me would be a good fit as my acceptance was contingent upon that fit. Based on that, I assumed I had no choice...not that I have any complaints since we mesh perfectly. The match seems to have been done for my own good.
DeleteI think we are in a school and program where not mimicking your adviser is very likely as compared to Engineering, Biostatistics or Epidemiology. While working in the Division of Epidemiology at VCU, many student's projects were very much directly related to their advisers' focus which I think stems from the funding streams in which made it possible for the student to be accepted. Within our school, and especially my program, we are not linked with faculty that have the exact same interests. I think it is a good thing because we can focus on what we want to get out of the program and what kind of career we want to pursue, like Dr. Lee mentioned in her paper. ****this is Kayla
DeleteI also really liked this part of the paper. I have never personally felt like I needed to be a carbon copy of the type of research we are doing now. However, I do feel like proffesors want us to be a copy in the sense of producing research. VCU is a "R1" research intensive university and I feel like there is pressure to create research intensive professors out of us. This makes sense because it's what our professors love to do but I've heard people request to hear about other job options MANY times. It seems like we are only learning about how to become research intensive professors and no other job options.
DeleteIn being a part of this program I genuinely want to get something out of it and also contribute to it. I want my dissertation to be something that not only impacts me, but also impacts the educational system as a whole. I feel as though this is an important part of our program. We will be spending so much time, effort, and energy on our dissertation. I feel as though we will do ourselves a disservice if we do not take advantage of the opportunity to submerge ourselves in a topic that we are passionate about and is also productive and informative to the educational system and our research area. I believe in order to do this we must establish where we want our impact to be and what we can enhance. To enhance something we want to make it newer and better than it currently is. I believe that once we find an area that needs enhancement, we can start to look in those areas to find something that we feel we can make an impact on.
ReplyDeleteI agree. I think having advising and mentorship from professors help with grow and development of the student. I think having "mini mes" or clones does not make the ideas or concepts being research that special unless that's what the student wants. I think professors who encourage students to become like them may have great intentions, but part of me thinks that some professors are so comfortable with their area of work they don't want to have to use the extra energy to help the student become more "well-rounded."
DeleteAmber Brown
DeleteI honestly think this issue is very closely tied to funding and to funding transparency. I think that before we talk about what professors want from students, we need to think about what it is reasonable to ask of students who are enrolled part-time and funding their own doctoral endeavors, or students who are making a pittance as full-time graduate students. I am grateful to mentors and advisors who paint a realistic picture of the job market and who keep in mind that the goal is to get through the program in a reasonable time frame without straining financial obligations etc. I think equality of funding, or at least disclosure, is a real issue in terms of managing obligations and expectations.
DeleteCM
Old joke (with many variations): what do you call the person in your class with the worst dissertation? Answer: Doctor. This article reminded me of that truism. I felt like Lee's article alternated between an idealized presentation of the dissertation advisor as a rational and thoughtful participant and a realistic portrayal of the dissertation as a means to several ends (the degree, publications, a job). I was a little startled by some of the less realistic suggestions she proffered - I think the concept of mentoring, what that means, how to ask for it, how to nurture it, is certainly worthy of more examination.
ReplyDeleteI think I have mentioned this in class before but a resource I've found helpful is a book called "Writing Your Dissertation in 15 Minutes a Day" and easily available on amazon etc. Basically, the writer here (Joan Bolker) gets even more pragmatic than Lee: don't get a puppy! But I wonder with all of this fairly good and accessible advice, what, then, is the real barrier to students writing and successfully defending a dissertation? Are there moments where things go horribly wrong or is it a longer series of poor decisions? Something to contemplate while I try to go to sleep at night, maybe....
CM
CM-- I had similar thoughts that Lee was presenting a complicate of the dissertation world. I would say not all advisers are great, in fact I have met people who needed to change advisers because they were not aligned. Lee suggested that some of the "successful proposals is most often a collaboration between student and adviser." This still focuses on the student leading the efforts. In terms of writing, I looked into the book you suggested and I agree, that there are some practical ways to start and finish writing however, LIFE happens. The practicality of writing a little every day sounds feasible until it isn't. I think the strategy to this is creating a team of peers who are in the same position is great for holding you accountable to your writing. This group could help with critiquing and providing feedback on your research and direction. I think some of our peers have a great insight and it is helpful to not feel like you are in this alone.
DeleteI love the "joke" mentioned! I will have to recite it to myself whenever that imposter syndrome tries to rear its ugly little head.
DeleteI like this question, "what, then, is the real barrier to students writing and successfully defending a dissertation?"
DeleteI think we should talk about this as a group during class. I believe there are many reasons, some self created, while others created by the system. I think it would be interesting to talk about this a group though so that we can begin to think more in detail about what sorts of things may be our personal roadblocks. **Kayla
I thought this as well! The Lee article very much felt like a profession article, where it laid out the status quo of how to get a dissertation, but did not consider the current realities of individuals within phd programs. I do wonder if programs are currently reading the Bolker book in some part and are adjusting their practices in some cases, it would be interesting to speak to mentors at other universities and get a landscape view of how they work with their phd students.
DeleteThe most troubling piece that I found in Lee's article is her comment about some students research topics being just plain terrible. I found that concerning. Tell me. I don't want to pursue something that is deemed terrible by the academic community. Maybe she just meant that it's not of interest to a lot of people or the student didn't really dig deep to determine a topic that is sound and meaningful. Honesty at work is something that I have developed over the years. I can't read your mind so just tell me rather than taking a passive approach. This was something that we were kind of alluding to in our first class, that programs are just trying to churn out students and time isn't always available. I would want to ensure that I spent time pursuing a research topic that was well-developed and will impact my field; and I would hope that I can take that time with other faculty members. I don't want faculty to just tell me what I want to hear, I need and want the challenge. The article also exposed the idea of accountability and structure that I know is a huge component of this program. We all have to take the time to make this happen on our own schedule and we have to make it our own priority.
ReplyDeleteAllison,
DeleteI think (and I assume you agree) that being a doctoral student is much different from being a student in an undergrad and master's program. There is A LOT more accountability and responsibility that are expected of this program. I think that is one thing that a struggled with in the very beginning. I needed to find a schedule that allowed me to make this program a priority while continuing to work full time teaching. It was a difficult balance, but one I knew that would not happen by itself.
Also, I agree with what you said about the research topics. My goal of this program is to have a dissertation that is meaningful to the academic community.. not secretly terrible. I would feel awful if I found out I put hard work into something that was not valued. However, I see where the author could have meant that in a way that meant the student really didn't put a thought into the topic and just wanted to graduate. BUT.. then I think it is up to the faculty, advisors, committee, and others to discuss that and point that out.
I definitely agree that there is a balance between telling me nothing and telling me just enough that I can do things independently but hopefully advisers understand that balance is different for every student (and if they don't they're probably not great advisers). It would be helpful to review what is a realistic timeline and what steps need to be taken to adhere to that timeline. Maybe we can create writing groups among ourselves to help with accountability. **Kayla
DeleteOverall, I found the Lee article to be a helpful reminder of our agency as scholars in the dissertation writing process. Her points about reaching out for help, asking for clarification, sticking to self-set timelines, and reminding your professor that you’re their student (I found that part funny, but a bit disheartening) helped take some of the mystery out of the dissertation process. However, I found some of her point simultaneously discouraging and encouraging. On one hand, the idea that it is unlikely anyone will read my dissertation is disappointing, when I expect to spend many months researching, writing, and deliberating over creating it. However, I appreciate her realistic side, and just because the entire project is not likely to be read, does not negate the potential value of the research and writing process. I am still hopeful that pieces of my dissertation could be used as a starting point for future publication, deepen my understanding in a research area, allow me to contribute to the body of knowledge in my field, and provide me with valuable experience in entering the job market. I am looking forward to discussing this article in class and learning more about the dissertation process.
ReplyDeleteKristina,
DeleteI agree with your point that this article established a sense of urgency and agency for budding scholars. Even before starting the dissertation process, I've recognized how important it is to be on top of things at the doc level. I also think even now at the idea percolation stage it is important to set meetings and make time to think about our dissertations with mentors or advisors because we'll all be starting that process soon enough and we don't want to feel like we're already starting behind.
I really appreciated Lee's article for its brevity (both in actual length but also in how she presented a series of short but thoughtful ideas) and directness. To still be on this side of the dissertation process, I often feel that it is a big beast waiting to be tackled, but Lee's article helped quell my anxiety a little by stating this is what the dissertation process is/not; however, I would have preferred a glimpse into her process like ideas around setting deadlines and organizing notes and drafts. I know that I will develop a system that works for me but it is always helpful to consider and borrow from other systems that have been effective.
ReplyDeleteOne issue I had with Lee's article, that I've heard from several other people, is the idea that people can make their dissertations "good enough." I recognize that the idea was offered as a way to tame the beast of the dissertation but I think an unintended consequence is that somewhere later down the line people might think, "I just have to do enough." For me, this idea points back to some of what Becker was saying in that some people just write to get things done and they don't take the time to really produce strong projects that will contribute to their fields. Lee wrote that it is unlikely that dissertations will be read too often after completion and I've heard some scholars say they don't want people to read their works because it wasn't their best-- I feel like that mindset cheapens the academe. Personally, I'm trying to change the world with everything I do, so I plan to approach my dissertation with that mindset.
Kendra, I had similar thoughts. Lee's article helped quell some anxiety, but I also would have liked some practical tips or best practices to consider. Obviously, everyone's writing process is different and what works for one doctoral student may not work for another, but reading a list of process-oriented writing habits or tips to "try on" would have be useful.
DeleteAlso, love your last sentence. - Amy
The section regarding being a “writing hoarder” caught my attention. Before entering into the doctoral program, I would have cringed at the thought of deleting pages of work after spending so much time writing them. I would have never wanted to delete even a small portion of a sentence. However, I noticed that I do not mind deleting work after having to write final papers for Foundations of Educational Research and Doctoral Scholarship I along with Motivation in Education. After receiving feedback, I realized that I am actually “backspace happy.” I believe this is the case because the feedback I received was sincerely helpful and meaningful. I am not use to receiving feedback before turning in final drafts. I think reading Howard Becker’s “Writing for Social Scientists” helped a lot as well. I learned that quality outweighs quantity and that less may actually be more when it comes to getting a point across. If one feels the need to explain the same point numerous ways, then one must wonder who the author is actually trying to convince (the reader(s) or him/herself).
ReplyDeleteMarquita, you're better than me! I HATE deleting what I've written....I think that this may stem from me agonizing over word choice and doing a great deal of editing while I'm writing. I look at it like, "I've worked so hard on that sentence- I've re-written it three times and hunted for the perfect synonym I don't want to let it go!!!"
DeleteI'm glad that you pointed out the point about receiving feedback that is meaningful and helpful. I would extend that to include feedback from persons who I trust and who have my best interest in mind.
What I have gotten better at and would like to toot my own horn about is asking for feedback in the first place. For my very first paper last fall I had to force myself to ask a third year doc student to review it for me. I remembered getting advice during orientation last August to ask for help and ask often. This was a new idea because I was so used to system where completing things independently was valued and celebrated.
I just submitted my first article a few days ago and before I did, I sought out three colleagues, purposefully outside of VCU to get feedback from. I was still nervous to do it, but I really valued their perspective and I trusted that they had my best interest in mind. Baby steps!!
-Nicole Peterson
Nicole,
DeleteI totally understand! I thought I would agonize over deletions. I have no idea why I am so "backspace happy." Well, I kind of do...feeling like an imposter probably tells me, "They know better than you do." Ugh...I hope that isn't really the case, but it came to mind. Trust should definitely be there. I hope to gain more confidence soon so that I may be able to differentiate between necessary changes and optional changes that may be only personal/individual opinion.
Marquita
I found the Lee article to be a good read. It was simple, practical, and easy to follow. I got a kick out of the section that talked about the fact that professors are not up at night thinking about a student's dissertation or why they haven't heard from them. I thought it was funny because students often forget that a professor has a life outside of "work" and are perhaps juggling just as many things as they are. This is a clear reminder for me that timelines matter. Therefore, I need to allow as much time as possible for the review/feedback from my advisor. This also means that I cannot drag my feet in making sure that I adher to timelines that I set for myself. The other section that I found humorous was where Lee talked about "forgetting to write back." This reassured me that it is perfectly fine to email, and email, and email again if necessary instead of being anxious and frustrated.
ReplyDeleteThe best takeaway from the article was in the very last paragraph. Lee wrote about the dissertation being a process of discovery, a journey that is just as much about discovering yourself as a scholar as it is about the finished product. I think that will help keep my grounded throughout the process and frankly this entire doctoral experience.
Shenita, I also really liked Lee's emphasis on dissertation writing as a process of discovery and skill building. As our first real stab at academic scholarship, I think it might serve us well to remember that the process can be useful in and of itself, and that we are not expected to create a perfect finished product. Of course a cohort of high achievers (as doc students are) will want their dissertations to be as excellent as possible. But, if we approach the dissertation as a learning process, maybe we can alleviate some anxiety and cut ourselves a bit of slack. - Amy
DeleteOverall, I thought that this article hit was easy to read and interesting. One section that I related most to was the part about being a "writing hoarder". I, personally, find it difficult to scrap my paper and start over. I, often, find myself trying to re-word or make it coherent when it probably would be easier to start fresh. I think that it is an important aspect of the program to use the resources available including the writing center, your peers, and professors to help with drafts. In my undergrad and master's program, we did not do peer editing. Therefore, last semester was the first time that I really had a chance to participate in peer editing. I think it helps a lot. My point it is okay to trash a paper and start over or receive feedback.
ReplyDeleteAlso, I found it disheartening to read that our dissertation will probably be never read once it is filed. While this may be true, it disappoints me because of all the hardworking that is put into it. On the other hand, it motivates me more to have a meaningful and "good" (as the author writes in the beginning) dissertation in order to to get my work published.
I really liked how she wrote about the process being a journey and that it entailes more than just academics. I think that I sometimes forget this. However, I remind myself that I am growing as a scholar and learnings how to handle myself when posed with different road barriers.
Hi Ashley! I feel the same way about starting a paper over. In my mind when I toss my first attempt in the trash, I feel like I am starting at ground zero. However, a colleague of mine said that you are not starting completely over. She made an analogy that its like packing a suitcase. When you are packing, you have all the items you want to pack with you, but the might not fit in one particular way. You might take all the content out of your suitcase, but the contents of the suitcase are still there, you just need to figure out how to make it fit in a more functional way. She said that you have the ideas from your previous draft. The reason you are "scrapping it" is because of how your ideas flow and fit next to one another. Maybe they will fit if you rearrange them!
DeleteStarting over is so hard! My research team has started putting things we cut into a separate Word doc titled "cuts" and it helps me feel like the words I wrote still have a place in the world. They will probably never be read again, but I can go back to the doc and pull out some sentences if I decide they'll fit into the suitcase once I start repacking (I love that analogy, Ira!).
DeleteI found Lee's article very honest...in fact too honest at times...and refreshing. It's something I wish I had read before my first doc class or before orientation. I don't know if that would have changed any of my work in the first year of the program, but it would have helped in my tendency to overthink EVERYTHING and ANYTHING! I felt that her mission in this article was to squash a student's notion that professors were put on this earth only to help them and provide feedback on their work. As I have gone through a few courses with students who are in my track and student's from other tracks, I have never gotten the impression from my peers that they believe professors are there to be at their beck and call. I think my peers and I understand that professors in the department teach multiple classes, advise multiple students, head various research studies, and also have a personal life outside Oliver Hall. The one point that gave me pause was her comment, "Face-to-face meetings can give a false sense of progress". In this paragraph, she mentions that students meet with their advisor as if to alleviate their guilt for not writing. Maybe it's because I am not at the point of writing my dissertation but throughout my career as a student, I never met with a teacher, professor or academic advisor to "absolve my sins" of not doing my work. I wonder how many professors in the School of Ed at VCU look at student-advisor meetings like Lee does.
ReplyDeleteIra, I had the same question about that comment. I personally find face-to-face meetings to be so helpful in allowing me to check my own progress, have a deadline with a human that I will have to look in the eyes if I haven't kept up with my promises, and get some immediate feedback as I talk through ideas. I too wondered if we just won't understand this until we are in that place, but I also wonder if she's referring to having meetings in place of writing. She seemed to be getting at this idea that at some point you just have to have something on paper and sitting around talking about ideas is not the same as just diving in.
DeleteHi, Ira and Jenna! It's Amy. I totally get what you're saying. I find face-to-face meetings with professors really helpful. I do, however, hear from my husband (who has directed many dissertations) that there are students who like to meet often but have a hard time doing any writing. It's possible they meet to feel like they are making progress or getting things accomplished, but either aren't writing or aren't sharing any writing with their directors. I think this may be what Lee is getting at. For students who are writing and sharing their work with profs a face-to-face meeting can be very productive. But if you're only meeting and not doing a lot of writing in between then the meetings may give you a false sense of making progress.
DeleteHi Amy! Thanks for sharing your husband's perspective. It makes me anxious just thinking about going to a professor without being prepared or having any material ready for him/her to provide feedback! Hopefully, I'll never be one of those students! - Ira
DeleteI think both Sam (my husband) and Dr. Lee are just saying if you make a habit of that as a replacement for writing then you might end up hindering your progress. Certainly no one expects you to always have a full chapter or perfect clarity before having a face-to-face. It's more of a heads up based on seeing lots of students that this can sometime lead dissertation writers into a false sense of making progress. : )
DeleteLee's article was a good reminder that the dissertation is a learning process, not meant to result in an end product that changes the world. I read this article this past week (Fadia Dakka & Alex Wade (2019) Writing time: A rhythmic analysis of contemporary academic writing, Higher Education Research & Development, 38:1, 185-197, DOI:10.1080/07294360.2018.1540555) that aptly described some of the same sentiments. Both speak to the demands of writing at the higher education level and the need for I have been especially focused on this idea that the dissertation writing time is a process that involves research, working with an adviser and a committee, and as Lee pointed out, becoming a more independent scholar through the process. The Dakka article also ties some of these themes into our discussion of inquiry: "It is therefore essential we "begin by recognizing that academic writing is not just a set of words on the page, but it is a procedure' (Hayot, 2014b); it is a method of inquiry (Richardson, 1997) rather than an end in itself (Dakka & Wade, 2019, p. 191). I've really appreciated the reminders from both of these articles that learning to write academically is a process that many others have gone through and many others have sage advice to help us do this well.
ReplyDeleteI am curious why dissertations are not published or read more often? It seems like a lot of work that each scholar puts into a paper that is known to not be "publish-able." Is it the format or the rigor of research or simply that it is written by a "newbie" that makes it not often read after it is written. Although I think Lee meant her comments to be about expectation management and putting our standards at a more reasonable place, it left me wondering why dissertations are not considered to be a valuable piece of scholarship for the field? She suggests creating ways to get publications out of the dissertation, but it seems generally accepted that dissertations are "separate" and outside of the world of scholarship. Why?
For recent assignments, I have found myself reading a lot of dissertations, but I sometimes wonder if it's okay to cite a dissertation? It's not published in a journal but it did withstand some level of academic and peer reviewed scrutiny. I wonder also, why the authors of the dissertations do not have published articles....did they burn out after finishing? was the work not considered rigorous enough by the peer reviewers of the journal? **Kayla
DeleteHi, Kayla! Yes, it is okay to cite a dissertation. I have found some useful support for my research arguments in dissertations. I even contacted an author once to let them know I cited their work and we enjoyed a nerdy little electronic exchange of ideas. : ) APA has info on how to cite a dissertation.
DeleteSorry, that last comment was mine. I'm having technical problems with this semester's blog!
DeleteI really enjoyed the frankness of the author and her discussion about the interesting dynamic of the relationship between student and adviser. She points out that the onus of the work to be done is on us but that we should not be mad when our adviser does not respond right away or to not be afraid to send reminder emails. Following through with timelines and setting realistic expectations for both parties is important in this relationship too. Dr. Lee also mentions that at times "faculty members need to better communicate those" in reference to problems that can easily be avoided through the dissertation process. I appreciate this openness. I wonder, based on my current level of support, how or what type of guidance will I receive. I have also thought about whether or not it is acceptable or helpful to create a list of the things I think I need help with or is that too "elementary" for a dissertation process. I also found solace from this article because Dr. Lee mentions many times that the dissertation does not have to change the world. It's intention is to make sure you have the skills and tools necessary to work as an independent researcher. I think many students probably struggle with making their dissertation too big and not achievable because we do want to make waves in our fields so it's nice to hear from a professor that it's not necessary. After reading this, I think it would be helpful for me to begin to research the web for timelines for discovery and completion just to get myself to focus on the not so distant future.
ReplyDeleteKayla,
DeleteThe section about the fact that our work may not change or significantly impact the world is sobering for me, but it makes sense. After reading this, at best, I hope to make at least a small ripple. I really would like for my work to have some meaningful impact for someone else other than myself. However, I do not want to get hung up on that and then 10 years later find myself still trying to craft the greatest dissertation ever written by anyone. After all, as the article said, my parents might be the only ones who ever read it.
Kayla
ReplyDelete"There is no prestige in a long dissertation if the organization is confusing and the writing unclear. Be willing to let go of your own words and use the delete key as needed to make your arguments coherent."
ReplyDeleteI thought this was liberating advice and also very uncomfortable. I believe writing to be a critical part of my development and very time consuming, so the thought of throwing out my pages feels scary. I actually don't get excited about cutting down words especially when I don't feel like I have more to say. In the spirit of coherent and cohesive writing, I think we should take the necessary steps to get us there even if it means "tossing pages." Tossing dissertation pages feels different than assignments for class. I feel like there is more time and opportunity in class to correct and modify in hopes of getting to a really good place on a piece and being able to use it again! The more I think about this, the more I feel that Lee's position (like the Becker book) provides some space to really think about our practices and beliefs related to writing. From the article, I'd be interesting in discussing with others, their thoughts about letting go pages in a class assignment v. their dissertation.
I found Lee’s article clear and useful. My husband is an academic and has directed many dissertations over his career. I have heard him echo many of the same sentiments Lee communicates in her article. I rarely (if ever) hear him discuss the quality of dissertations (research, arguments, conceptual frameworks, etc.) but regularly hear him discuss how the work habits (both good and bad) of doctoral students impact their ability to successfully complete their dissertations. His experiences fall in line with Lee’s assertion that it’s more about the process of working and writing than the end product.
ReplyDeleteI appreciate how Lee frames the dissertation as a “process of learning” in which we build important skills for a life in research or academia. It makes sense, of course, that a doctoral student would consider the dissertation as an end product because it literally is the culminating project for the arduous doctoral process. However, reconceptualizing the dissertation as a process of skill building may help to dismantle the anxiety and perfectionism that can paralyze and keep progress from happening. I like what Lee says about being willing to “let go of your own words” and her emphasis on building regular habits of writing (both echo the Becker readings). I also appreciate her reminder that, beyond our committee members, perhaps only a small handful of very generous loved-ones will read our dissertations. This advice along with the idea that our dissertations will likely be made up of “good enough scholarship” takes some of the pressure off. Lee offers a helpful reality check on the process and import of the dissertation: plug away and be disciplined but don’t take yourself or your project to seriously! Remind me of this mantra in a year or so when I start my dissertation.
-AKA
Nicole Peterson
ReplyDeleteWhile many articles about the dissertation process actually add my nervous and anxiety driven feelings, the Lee article did not. The author’s frank style of writing made the process seem possible, more structured that I originally imagined, and actually something that I could potentially look forward to. By the way…. why don’t people talk about all of the great things that happen while you write your dissertation? Where’s *that article?! It’s reminding me of my current life situation- the “terrible twos” where other parents describe this awful, relentless screaming match and a period of time that you just have to “get through.” Yes, my kid screams at me because I cut the banana the “wrong way” (yes, it’s possible) but what my toddler also does at this age is make up hysterical names for things and tell me she loves me without being asked. Is it possible that we’ve skewed the dissertation process a bit by categorizing it as something to “just get done?” I wonder if we flipped the switch – by leading with potential positive outcomes or stories about how work done during a dissertation lead to important career next steps wouldn’t help everyone out a bit.
Crowd source: The author quips, “Yet it’s also a mistake to view the dissertation — as many students do — as a challenge so cryptic and clouded in ambiguous idealism that it seems insurmountable.” What are your thoughts going into this process? Are you hearing more negatives or positives about dissertation?
I agree, Nicole, that this article did not add to my anxieties about writing the dissertation. I think that it's an interesting point that you make about this being something to look forward to. I often hear that the research that we do should be something that we're passionate about and look forward to conducting. But, the same is not usually said about the writing process. I wonder if we saw the writing process as being as enjoyable as conducting the research, would our anxieties change?
DeleteI like the straightforward approach of this article. Lee makes the dissertation process seem less daunting. One thing from the Lee reading that I found helpful was the part that said "don't be a writing hoarder." I think that sometimes in academic writing it feels like you need all of the words or fluff to make a point or fill a paper. I think it's helpful to remember that our dissertations don't have to be longest things that we've ever written. They also aren't the end of our career, but the beginning. I think it also makes sense to focus on creating a manuscript that is organized well and makes clear arguments, which can sometimes be difficult to accomplish. I think it is good advice for us to be open to changing our writing. On the other hand, I also wonder how we could/should be building on our ideas now through our writing in order to move closer to the dissertation.
ReplyDeleteThe most troubling part of Lee's article for me was her comment about some students research topics being just awful. Maybe the subject isnt interesting to Lee but it seems like a really forward thing to say that a topic can be terrible. I can agree that some research methods could be terrible but never the topic. I don't think we are at the point or maybe ever be at the point where research shouldn't be conducted on an area. Even if something has already been done..replication is important!
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