Writing a dissertation question is messy

Then we met with my full committee (Fred Kemp and Becky Rickly) and that is when things got really messy.


Problems:
~ Writing workshop has been done a lot (even online writing workshop)
~ Community is problematic (not accurate, overused)
~ Knowledge doesn't transfer or contribute to self-efficacy

Solutions:
~ Look at the "why" workshop does (or does not work) in specific context
~ Look at how we can create a "community" (need to find a new term) that extends beyond the finite context (of a class) to promote transfer and self-efficacy

Some points to think about:
~ What can make the lessons/benefits of writing workshop longterm and sustainable?
~ What can help writers create their own writing "communities"?
~ What can motivate writers to continue with this work on their own (self motivation)?
~ Self-sponsored learning is transfer
~ How can this work contribute to tc?

The evolution of a dissertation question

Clearly, that was too much and too unfocused so we distilled it down to:

What is the role of community in developing transfer and self-efficacy in writers?

Where I started...

My chair, Brian Still, suggested I come to May Seminar with a list of possible questions/topics and so this is where I started:

• Do writers prefer face-to-face or online writing workshop? Why?
• Do writers develop a sense of community through online workshop?
• Does face-to-face interaction change that? How so?
• How long does it take writers (of differing ages and backgrounds) to feel comfortable with online workshop?
• Does online workshop help writers improve? In what ways?
• Is technology a bridge or wall for communication/community?
• How can online workshop be supported and facilitated to be more effective?
• Does the type of writing matter? (for a class or not)