title: Doctoral students' responses to writing critique: messages for teachers.
abstract: Writing is a major part of learning scholarship in a discipline. Therefore, it is important to understand what promotes and what hinders this learning. In transcribed interviews, 15 doctoral students in nursing at a large university described to us what they saw as helpful or not helpful about responses to their writing. The themes take the form of messages for teachers that, when reported in the context of the composition literature, provide helpful suggestions for teachers.
authors.affiliation: School of Nursing, University of Washington, Seattle 98195-7262, USA.
authors.forename: S J
authors.initials: SJ
authors.lastname: Eyres
authors.forename: D H
authors.initials: DH
authors.lastname: Hatch
authors.forename: S B
authors.initials: SB
authors.lastname: Turner
authors.forename: M
authors.initials: M
authors.lastname: West
mesh_terms: D001319:Authorship; D004511:Education, Nursing, Graduate; D005260:Female; D006801:Humans; D015399:Nursing Research / Q000193:education*; D019601:Pacific States; D013663:Teaching / Q000379:methods