Description
Assessment Description
In Topic 2, you were asked to read three articles on the topic of doctoral identity and to complete an annotated bibliography to demonstrate their understanding of the material. In Topic 3, you were asked to take this process a step further and identify themes found in the three articles and to complete a synthesis worksheet where the themes were supported by evidence from each article. In this assignment, you will build on your worksheet efforts and write a paper about the three themes. The narrative will not only present the evidence from the articles to support the identified themes, but also will provide an analysis for each theme by synthesizing the information collected.
General Requirements:
Locate the Synthesis Worksheet you completed in Topic 3.
Locate and download “Synthesis Paper Template” from the Topic Resources.
Review the articles by Baker & Pifer (2011), Gardner (2009), and Smith & Hatmaker (2014) located in the Topic Resources.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Doctoral learners are required to use APA style for their writing assignments. Review the GCU APA Style Guide for Writing located in the Student Success Center.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Directions:
Using the Synthesis Worksheet you completed in Topic 3 and considering the themes you developed and the feedback provided by your instructor, write a paper (1,000-1,250 words) that synthesizes the three articles. Your paper should include the following:
An introduction that introduces and provides context for the topic. This includes giving a brief description of each article and its purpose, identifying the three themes that emerged from your reading, describing how they will be discussed in the paper, and presenting a clear thesis statement.
Support for your identified themes with evidence from each article. Provide analysis of these findings to strengthen your narrative.
A discussion of the conclusions that can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles?
Unformatted Attachment Preview
Running head: SYNTHESIS WORKSHEET
Synthesis Worksheet
LaShirley Jackson
Grand Canyon University
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SYNTHESIS WORKSHEET
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Synthesis Worksheet
Introduction
On the way to becoming an independent researcher, there are both
Capture interest:
hard and good things.
Baker and Pifer’s (2011) study uses sociocultural learning theories
and developmental networks to examine how connections affect the
change from being dependent on others to being independent during
the second stage of doctoral education. Their goal is to shed light on
this important but little-studied time when students finish their
classes, take tests, and start writing their dissertation proposals.
Gardner’s work from 2009 uses the socialization of doctoral students
Context:
as a way to look at the path to freedom. It explains how students in
two universities’ graduate programs in chemistry and mathematics
learn to research independently and become more independent.
Finally, Smith and Hatmaker (2015) create a layered model that
shows how organizational, relational, and personal strategies help
public affairs doctoral students build their identities. These three
pieces, which use various frameworks, samples, and methods, give a
wide view of the doctoral path to research independence.
In all three papers, academic success, building relationships, and
Statement of common
figuring out who you are, are mentioned as important things that help
themes:
doctoral students become independent researchers. Academic success
means having the information, skills, and accomplishments, like
SYNTHESIS WORKSHEET
finishing all of your coursework, that are needed to do in-depth
research. Relationships include the help and advice students get from
talking to teacher advisors, mentors, and peers. Identity development
shows how students’ ideas about themselves change as they go from
being dependent learners to independent thinkers.
As doctoral students move on to do their research, they need to use
their academic success, relationships, and personal growth to get all
Thesis statement:
the information, skills, and self-image that independent scholars
need.
Theme One:
Academic Success
Baker and Pifer (2011) say that traditional measures of academic
success, like finishing assignments and tests, teach students the basic
study skills they need to do their research. Students can do
Baker and Pifer
complicated research once they have mastered advanced course
(2011):
material, especially research methods and statistics (Baker & Pifer,
2011). Passing qualifying tests also shows that you know a lot about
the subject.
Gardner (2009) says that reaching academic milestones like finishing
a course, teaching, and publishing helps students gain the deep
Gardner (2009):
knowledge and study methods they need to do their work. Classwork
helps students get better at a subject, and teaching and writing
improve their speaking skills (Gardner, 2009). With its focus on tests
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SYNTHESIS WORKSHEET
and dissertation proposals, stage two of doctoral education
strengthens research skills even more.
Smith and Hatmaker (2015) say that the tough academic training that
is a big part of getting a doctorate is important for helping students
Smith and Hatmaker
learn how to do research(Smith & Hatmaker, 2015). The training you
(2015):
have to do teaches you about ideas and methods, and writing and
publishing help you get better at communicating in a scholarly way.
Theme Two:
Relationships
Relationships are very important for helping students find their way
to freedom. Baker and Pifer (2011) show that faculty mentors help
students in stage two by giving them tips on planning and carrying
Baker and Pifer
out research (Baker & Pifer, 2011). Talking to faculty members helps
(2011):
students do well on important tasks like candidacy exams and
dissertation proposals, which show progress toward independent
research.
Gardner (2009) also says that getting regular comments from faculty
advisors helps students improve their research and become better at
researching independently. Providing helpful feedback on writing
Gardner (2009):
and methods improves skills (Gardner, 2009). Faculty sets standards
and norms for research and teach students how to do independent
study.
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SYNTHESIS WORKSHEET
Smith and Hatmaker (2015) also say that interactions between
professors and students are an important part of socialization that
Smith and Hatmaker
shapes independent researchers’ values, behaviors, and identities
(2015):
(Smith & Hatmaker, 2015). Faculty mentor students on the rules and
information they need for thorough, original research.
Theme Three:
Identity Developments
As you move from being a dependent student to a self-directed
scholar, getting your doctorate helps you develop your sense of who
you are. Baker and Pifer (2011) discuss how managing relationships
Baker and Pifer
with faculty tutors helps students change who they are as they learn
(2011):
to do independent research (Baker & Pifer, 2011). Being able to
show that you can study successfully helps you see yourself as an
independent academic.
Gardner (2009) says that making friends is an important part of
becoming an independent worker in a field. Doctoral students play
Gardner (2009):
the part of a scholar by doing things like original research and
sharing their findings (Gardner, 2009). This absorption helps people
build their identities.
Smith and Hatmaker (2014) say that getting a doctorate helps
students develop their identities by giving them the theoretical and
Smith and Hatmaker
practical information they need to see themselves as capable
(2015):
researchers. Getting better at something boosts academic selfefficacy (Smith & Hatmaker, 2015).
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SYNTHESIS WORKSHEET
All three of these articles give a full picture of what it’s like to
become independent in your study while getting your PhD. Even
though they are focused on different things, they all have three things
in common: doing well in school, making friends, and developing
your personality. Academic achievement markers give you the
information and skills you need to do your research. Guidance from
Statement of
relationships with faculty members helps students improve their
Conclusion
skills and reach goals that mark their independence. Students develop
the sense of self they need to do original study independently while
growing as academics. By using all of these things together, doctoral
students can fully develop the skills required of independent scholars.
By putting these articles together, it’s clear that the only way to do
independent research is to use all your academic, social, and personal
tools.
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SYNTHESIS WORKSHEET
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References
Baker, V. L., & Pifer, M. J. (2011). The role of relationships in the transition from doctoral
student to independent scholar. Studies in Continuing Education, 33(1), 5–17.
https://doi.org/10.1080/0158037x.2010.515569
Smith, A. E., & Hatmaker, D. M. (2014). Knowing, Doing, and Becoming: Professional Identity
Construction among Public Affairs Doctoral Students. Journal of Public Affairs
Education, 20(4), 545–564. https://doi.org/10.1080/15236803.2014.12001807
Gardner, S. K. (2009). Conceptualizing Success in Doctoral Education: Perspectives of Faculty
in Seven Disciplines. The Review of Higher Education, 32(3), 383–406.
https://doi.org/10.1353/rhe.0.0075
Running head: SYNTHESIS PAPER
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Synthesis Paper
Student A. Sample
Grand Canyon University: RES-811
SYNTHESIS WORKSHEET
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Title
The title does not receive bold font, but the rest of the headings do. Provide an
introduction that includes a brief description of each article and its purpose. Identify the three
themes that emerged from your reading and how they will be discussed in the paper. Conclude
the introduction with your thesis statement.
Theme One
Support your identified theme with evidence from each article and provide analysis of
these findings to strengthen your narrative.
Theme Two
Support your identified theme with evidence from each article and provide analysis of
these findings to strengthen your narrative.
Theme Three
Support your identified theme with evidence from each article and provide analysis of
these findings to strengthen your narrative.
Conclusion
Provide a conclusions that can be drawn can be drawn when the articles are taken together
as a single entity. What is the overall message of the group of articles?
The reference list should appear at the end of a paper (see the next page). It provides the
information necessary for a reader to locate and retrieve any source you cite in the body of the
paper. Each source you cite in the paper must appear in your reference list; likewise, each entry
in the reference list must be cited in your text. A sample reference page is included below; this
page includes examples of how to format different reference types (e.g., books, journal articles,
SYNTHESIS WORKSHEET
information from a website). The examples on the following page include examples taken
directly from the APA manual. The word Reference does not receive bold font.
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SYNTHESIS WORKSHEET
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References
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school
administrators. Thousand Oaks, CA: Corwin.
Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival
times of terminally ill patients. Health Psychology, 24, 225-229. doi:10.1037/02786133.24.2.225
U.S. Department of Health and Human Services, National Institutes of Health, National Heart,
Lung, and Blood Institute. (2003). Managing asthma: A guide for schools (NIH
Publication No. 02-2650). Retrieved from http://www.nhlbi.nih.gov/
health/prof/asthma/asth_sch.pdf
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