Re-Envisioning Course-Embedded Programs at the Graduate Level: A Tutor's Experience in a Doctoral, Translingual Marketing Course




Hallman, Rebecca

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We were halfway through our Summer 2014, PhD-level, required University of Houston,2 Bauer College of Business class, MARK 8397: Communicating Academic Research, when Carol,3 a five-foot tall, thick-skinned, straight-shooting, endowed chair and Marketing professor explained my role in her course as “hand holding.” I raised my eyebrow and waited for her to continue. “You know, confidence building,” she continued. I felt slightly better. Then she said, “Academic writing is confusing for students because they don’t know which way to go. They might know when and why they need to make changes, but they don’t really know how to do it.” This was better. Carol’s idea of me as a guide for students through the “how” of academic writing was something I felt matched my own understanding of my role in the course.

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