Consider the following statement:
Klocko et al. (2015) explored the extent to which four stressors related to writing might contribute to doctoral students’ anxiety: (1) doctoral-level writing dispositions, (2) researcher view of writing, (3) emotional response to feedback and critique, and (4) writing efficacy.
This is an example of scholarly writing. Transitioning from a practitioner way of writing—e.g., reports, case histories, referrals—to scholarly writing can be challenging. In part, the mindset of being a practitioner is different from that of the mindset of a scholar. Furthermore, scholarly writing involves more scrutiny. Think about peer-reviewed journal articles. They have been evaluated and scrutinized heavily by other scholars before they are published. This may seem daunting and intimidating. Or, as Klocko et al. say above, receiving feedback and critique can provoke feelings of inadequacy and anxiety.
The characteristics of scholarly writing are not a mystery, however. They can be identified, analyzed, and known. Knowing what is expected and adapting your behavior accordingly can be another way to relieve anxiety. In this Discussion, you analyze the characteristics of scholarly writing.
In 3–4 sentences, compare the differences between the writing style of a practitioner and the scholarly style of writing.
The first five questions in Table 2 on page 27 of the Klocko et al. (2015) article touch on behavior responses to improving scholarly writing. Select one of these behavioral strategies and discuss how you will incorporate it into your writing process.
