Student or scholar? Transforming identities through a research writing group

Lassig, Carly J., Dillon, Lisette H., & Diezmann, Carmel M. (2013) Student or scholar? Transforming identities through a research writing group. Studies in Continuing Education, 35(3), pp. 299-314.

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This article explores the role a writing group played in influencing the scholarly identities of a group of doctoral students by fostering their writing expertise. While the interest in writing groups usually centres on their potential to support doctoral students to publish, few studies have been conducted and written by the students themselves. Using a situated learning perspective on identity, we explore the connection that emerged between our perceptions of ourselves as developing expertise as scholarly writers and the function of the writing group as a dynamic space for transforming our identities. Findings show that our writing group served as a flexible and interactive Community of Practice (CoP) that shaped critical and durable shifts in identity amongst members.

Impact and interest:

1 citations in Scopus
1 citations in Web of Science®
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ID Code: 56577
Item Type: Journal Article
Refereed: Yes
Keywords: doctoral pedagogy, scholarly writing, identity, writing group, HERN
DOI: 10.1080/0158037X.2012.746226
ISSN: 0158-037X
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2013 Taylor & Francis
Copyright Statement: This is an Author's Accepted Manuscript of an article published in Studies in Continuing Education [Volume 35, Issue 3, (2013)] [copyright Taylor & Francis], available online at:
Deposited On: 22 Jan 2013 04:42
Last Modified: 30 Oct 2014 05:11

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