Utilize the following themes: Effective Learning, Technological Integration, and Critical Writing Skills Development, which are prevalent in the five articles below, to construct a synthesis paper about researcher skills. This paper should be substantiated with evidence from the articles to reinforce your themes. Apply the skills acquired from the 'Emerging Writer Worksheet', such as the thematic matrix, how to find evidence to support themes, and forming this thesis statement, "This synthesis examines research on doctoral students' experiences and contends that a combination of effective learning strategies, technological integration, and critical writing skills development significantly enhances their success in completing their theses" support the themes with evidence from the articles, thesis claim, and paper outline. This practical application of the 'Emerging Writer Worksheet' skills is crucial in the synthesis process. Include the following:

1. A reflection in which you detail your revision process and how you integrate your instructor's feedback on (i) thesis argument, (ii) in-text citation, (iii) quotation marks, (iv) use of tenses, (v) use of the accepted format in a citation, (vi) page number or paragraph number for in-text citation (vii) information that should be in conclusion. This Reflection should provide insight into your learning journey and the evolution of your understanding of the topic.

An introduction that provides context for the topic. This includes presenting a clear thesis statement. Lindsay (2015); Lee, Chang, and Bryan (2020); and Klocko, Marshal, and Davidson (2015) 1. Caskey, M. M., Stevens, D. D., & Yeo, M. (2020). Examining doctoral student development of a researcher identity: Using the draw a researcher test. Impacting Education: Journal on Transforming Professional Practice, 5(1), 16-26. http://impactinged.pitt.edu/ojs/index.php/ImpactingEd/article/view/92/107http://impactinged.pitt.edu/ojs/index.php/ImpactingEd/article/view/92/107 2. Moate, R. M., Gnilka, P. B., West, E. M., & Rice, K. G. (2019). Doctoral student perfectionism and emotional well-being. Measurement and Evaluation in Counseling and Development, 52(3), 145-155. https://doi.org/10.1080/07481756.2018.1547619https://www-tandfonline-com.lopes.idm.oclc.org/doi/full/10.1080/07481756.2018.154761

3. Klocko, B. A., Marshall, S. M., & Davidson, J. F. (2015). Developing Practitioner-Scholar Doctoral Candidates as Critical Writers. Journal of Higher Education Theory and Practice, 15(4), 21-31. https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/scholarly-journals/developing-practitioner-scholar-doctoral/docview/1726783985/se-2

4. HyunKyung Lee, Heewon Chang, & Bryan, L. (2020). Doctoral Students' Learning Success in Online-Based Leadership Programs: Intersection with Technological and Relational Factors. International Review of Research in Open & Distributed Learning, 21(1), 61-81. https://doi-org.lopes.idm.oclc.org/10.19173/irrodl.v20i5.4462

5. Lindsay, S. (2015). What works for doctoral students in completing their thesis? Teaching in Higher Education, 20(2), 183-196. https://doi-org.lopes.idm.oclc.org/10.1080/13562517.2014.974025