Becoming a scholar

Genre knowledge, self-regulation, and a graduate student’s transition from MA to PhD


  • Ryan T. Roderick Husson University
  • Craig Moreau Carnegie Mellon University





How might explicitly prompting graduate students to self-regulate intervene in their development of writing knowledge and practices across multiple semesters? This study takes a close look at how prompted self-reflection on writing intervenes in a graduate student’s development of self-regulation and genre knowledge as he transitions from MA to PhD program in rhetoric. We present the case of one graduate student, ‘Eric,’ who was explicitly taught conventions and strategies for writing and prompted to reflect on writing projects over several semesters using an in-process protocol. Aligning data from in-process protocols, interviews, and drafts of Eric’s writing, we construct a fine-grained narrative that shows a complex and recursive relationship among Eric’s development of knowledge about academic genres, self regulation practices, and sense of scholarly identity. This narrative raises questions about how genre knowledge and self-regulation inform each other in graduate-level writing, and it offers an example of a self-regulation intervention that may help graduate students develop specialized ways of writing.

Author Biographies

Ryan T. Roderick, Husson University

Ryan T. Roderick, Assistant Professor, College of Science and Humanities, Husson University, Bangor, ME, USA.

Craig Moreau, Carnegie Mellon University

Craig Moreau, PhD Candidate, Department of English, Carnegie Mellon University, Pittsburgh, PA, USA.


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How to Cite

Roderick, R. T., & Moreau, C. (2021). Becoming a scholar: Genre knowledge, self-regulation, and a graduate student’s transition from MA to PhD. Writing and Pedagogy, 12(1), 157–183.



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