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During their graduate coursework, audiology graduate students are required to engage in a variety of different writing activities. However, the types of writing required in undergraduate studies might not have properly equipped audiology graduate students for the type of writing they will do during a doctoral program. This is especially the case with long form projects such as capstones or dissertations. Students likely have not had to complete projects requiring multiple iterations and revisions prior to their graduate coursework. Audiology is unique in that students often transition directly from their undergraduate studies to their doctoral work with no intermediate writing education. Very little research exists to assess the proficiency and confidence of graduate writers in audiology. This study explored the content of undergraduate writing courses and how these courses affected the skill and confidence of 163 graduate writers in audiology. Specifically, confidence in the areas of grammar and mechanics, organization, and content were explored in the present study. Through survey measures, a positive linear trend between writing skill based on number of classes taken during undergraduate studies and confidence in writing was identified.

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