Welcome to our Peer Writing Group reflection presentation. Our Peer Writing Group consists of Andrea Leach and Tanya McCreary Ardoin. this haiku was prepared as a requirement for EDUC 818.

Tanya: My class writing experience can be best described as a positive contribution beyond that of my dissertation. Overall, the class writing experience has added value to my personal and professional development. The readings for each week guided me on a variety of topics from the dissertation process and helpful dispositions to terminology, methodology, survey writing, and research validity.

Tanya: The writing group experience afforded me the opportunity to gain feedback from a peer whose insight I value and respect. Working with Andrea provided me with a safe emotional learning climate in which I could receive critique that was delivered in a mutually respectful and non threatening manner. For each chapter that we reviewed, my partner and I exchanged Vocaroo voice comments as well as written commentary that was embedded in our word documents. For chapter one, we used a checklist provided in the corresponding week's required class readings. The checklist served as a writing guide and rubric for providing feedback on key sections. For subsequent chapters, it worked best for me to use self selected dissertation exemplars from the Drexel University library. Working with a peer that I trust and who validates me as a person and scholar did not obstruct the peer review process or diminish the rigor of my partner's reviews on my writing. To the contrary, working with a trusted and well liked peer facilitated deeper discussions and increased my tolerance for receiving critical feedback. Overall, the writing group feedback process was a positive one for me.

Question? How have you been able to integrate the feedback received from your peers, the 818 faculty, and your Supervising Professor into successive iterations of your proposal?

Tanya: The feedback from my writing group peer echoed the feedback from my supervising professor. There was also close alignment between what my supervising professor recommended and what my EDUC 818 professor suggested that I do to make my writing clearer. I would describe the process as a layered approach.

Tanya: "Despite the abundant support of my writing group peer, I have struggled through this writing process to see the light at the end of the tunnel" (Tanya McCreary Ardoin).

Tanya: In this process, I wish there were more opportunities for collaborative meetings between my supervising professor, the 818 faculty, and me, to build a tighter iteration of my dissertation proposal.

Tanya: As we get closer to the beginning of fall classes, I have mixed feelings about the dissertation writing process. I continue to wonder if I will make all the deadlines and be able to produce the necessary components for each chapter, given the limitations of my research context and unknown pool of participants.