id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
impactinged-222	Markos, Amy; Buss, Ray R.	Using Mentor Texts to Develop Disciplinary Literacy of Scholarly Practitioners Through Dissertations in Practice	2022	7	.pdf	application/pdf	6204	279	48	Notably, it involved developing students’ literacies as scholarly practitioners such as thinking, reading, discussing, and writing about their research work including developing, drafting, sharing, and revising initial DiP drafts in courses, and later the DiP proposal, and the final DiP. With respect to community, Wenger et al. (2002) claimed the community forms “the social fabric of learning. With respect to our focus on writing and the DiP process, two noteworthy features of practice were (a) mentored aspects of developing students’ disciplinary literacies and (b) the resulting development of identity as influential and scholarly practitioners, while moving from a peripheral role to a central role as scholarly practitioners.	cache/impactinged-222.pdf	txt/impactinged-222.txt