Review your classmates’ posts and respond to at least 1 in a minimum of 150 words. Explain why you agree or disagree. Then, share an example from your professional experience to support your assertions.———–Eileen M Samuels3/29/22, 11:42 AMConvey your progress and/or barriers that have had an impact on your progress.For this discussion, I will first start with the barriers. Generally, I do understand the research process but lack full confidence in the core methodological competencies of writing a dissertation. With two master’s degrees, I felt very confident entering this program but soon realized that my preparation prior to enrolling did not align with my expectations. In other words, I was inadequately prepared for doctoral work during my studies at the master’s level as it relates to scholarly writing. This, in no way, is being attributed to the fault of the wonderful, intelligent, and hardworking professors who went beyond the curriculum to ensure that each student was academically equipped to meet the challenges in their respective profession. The point I am making is that, writing a research paper is different from writing a dissertation.Despite my high anxiety regarding scholarly writing, I believe I have made a lot of progress in the past 24 months due to guidance and critique from all of my instructors, fellow classmates, and my own self-determination and ability to positively view every critique as an opportunity to gain experience, learn, and grow professionally. Each time I submit a paper, I become nervous and restless until I receive a feedback from the instructor. According to Hattie and Timperley (2007), although feedback is among the major influences, the type of feedback and the way it is given can be diferentially effective. For instance, when giving his feedback, my last instructor would always start his sentence with, “Eileen, I may be wrong but I think…” I knew precisely what he meant. To understand the impact giving and receiving critiques have on doctoral students, Caffarella and Barnett (2000) asserted that preparing and receiving critiques from professors and peers is perceived to be the most influential element in helping students understand the process of scholarly writing and in producing a better-written product.References:Caffarella, R. S., & Barnett, B. G. (2000). Teaching doctoral students to become scholarly writers: The importance of giving and receiving critiques. Studies in Higher Education, 25(1), 39-52.Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
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