Citations (38)
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Read on this site (22)
Sharon Zumbrunn, Eric Ekholm, Michael Broda & Alison C. Koenka. (2023) Trajectories of Students’ Writing Feedback Attitudes. The Journal of Experimental Education 91:4, pages 676-695.
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Qiqin Hu. (2023) Making your doctoral research project ambitious: Developing large-scale studies with real-world impact. Educational Review 75:4, pages 810-811.
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Christian Beighton. (2023) Xenolexia's positivity: the alterity of academic writing and its pedagogical implications. Teaching in Higher Education 28:2, pages 423-438.
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Christian Beighton. (2021) Convergent correlationism: analyzing teacher educators’ reflection on professional practice. Reflective Practice 22:6, pages 796-808.
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Sacha Mason & Chris Atkin. (2021) Capturing the struggle: adult learners and academic writing. Journal of Further and Higher Education 45:8, pages 1048-1060.
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Emilie Tremblay-Wragg, Sara Mathieu Chartier, Elise Labonté-Lemoyne, Catherine Déri & Marie-Eve Gadbois. (2021) Writing more, better, together: how writing retreats support graduate students through their journey. Journal of Further and Higher Education 45:1, pages 95-106.
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Karen Nairn. (2020) Learning through doing: the potential of a collective editing pedagogy. Teaching in Higher Education 25:7, pages 888-901.
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R. Fisher, C. H. Brock, T. Frahm, A. Van Wig & V. R. Gillis. (2020) Reflections on writing and identity: exploring the role of qualifying exams in the sociocultural development of doctoral students. Studies in Continuing Education 42:3, pages 365-380.
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Christian Beighton. (2020) Beyond alienation: spatial implications of teaching and learning academic writing. Teaching in Higher Education 25:2, pages 205-222.
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Melinda Kirk & Kylie Lipscombe. (2019) When a Postgraduate Student Becomes a Novice Researcher and a Supervisor Becomes a Mentor: A Journey of Research Identity Development. Studying Teacher Education 15:2, pages 179-197.
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Lynn M. Santelmann, Dannelle D. Stevens & Staci B. Martin. (2018) Fostering Master's Students' Metacognition and Self-Regulation Practices for Research Writing. College Teaching 66:3, pages 111-123.
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Renhua Wang. (2018) Exploring education at postgraduate level: Policy, theory and practice. Innovations in Education and Teaching International 55:2, pages 239-241.
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S. T. Kisaka. (2017) Peer Critique Using the Discussion Forum: A Case of Two Honours Students. International Journal of Educational Sciences 19:1, pages 42-53.
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John G. Sharp, Brian Hemmings, Russell Kay & Carol Callinan. (2015) When worlds collide: identity, culture and the lived experiences of research when ‘teaching-led’. Journal of Further and Higher Education 39:5, pages 612-644.
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Eric Ekholm, Sharon Zumbrunn & Sarah Conklin. (2015) The relation of college student self-efficacy toward writing and writing self-regulation aptitude: writing feedback perceptions as a mediating variable. Teaching in Higher Education 20:2, pages 197-207.
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Siân Lindsay. (2015) What works for doctoral students in completing their thesis?. Teaching in Higher Education 20:2, pages 183-196.
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Agnes Bosanquet, Jayde Cahir, Christa Jacenyik-Trawoger & Margot McNeill. (2014) From speed dating to intimacy: methodological change in the evaluation of a writing group. Higher Education Research & Development 33:4, pages 635-648.
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Jerry Wellington. (2013) Searching for ‘doctorateness’. Studies in Higher Education 38:10, pages 1490-1503.
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Elizabeth Done & Helen Knowler. (2013) Features of a post-identitarian pedagogy (with reference to postgraduate student writing and the continuing professional development of teachers). Studies in Higher Education 38:9, pages 1319-1333.
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Cally Guerin, Vicki Xafis, DianaV. Doda, MarianneH. Gillam, AllisonJ. Larg, Helene Luckner, Nasreen Jahan, Aris Widayati & Chuangzhou Xu. (2013) Diversity in collaborative research communities: a multicultural, multidisciplinary thesis writing group in public health. Studies in Continuing Education 35:1, pages 65-81.
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Robin Humphrey & Bob Simpson. (2012) Writes of passage: writing up qualitative data as a threshold concept in doctoral research. Teaching in Higher Education 17:6, pages 735-746.
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Sara Cotterall. (2011) Doctoral students writing: where's the pedagogy?. Teaching in Higher Education 16:4, pages 413-425.
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Articles from other publishers (16)
Cassi L. Liardet. (2023) Navigating the transition into higher degree research: an exploration of candidates’ experiences. The Australian Educational Researcher.
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Dannelle D. Stevens & Micki M. Caskey. (2022) Building a Foundation for a Successful Doctoral Student Journey: A Scholarship of Teaching and Learning Investigation. Innovative Higher Education 48:3, pages 433-455.
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Shikha Gupta, Atul Jaiswal, Abinethaa Paramasivam & Jyoti Kotecha. (2022) Academic Writing Challenges and Supports: Perspectives of International Doctoral Students and Their Supervisors. Frontiers in Education 7.
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Fabienne M. Van der Kleij & Anastasiya A. Lipnevich. (2020) Student perceptions of assessment feedback: a critical scoping review and call for research. Educational Assessment, Evaluation and Accountability 33:2, pages 345-373.
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Zahra Khozaei Ravari & Kok Eng Tan. (2019) A qualitative investigation of strategies and experiences of non-native students writing master’s theses. Journal of Applied Research in Higher Education 11:2, pages 310-324.
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Lai Ping Florence Ma. (2019) Academic writing support through individual consultations: EAL doctoral student experiences and evaluation. Journal of Second Language Writing 43, pages 72-79.
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Sue Wilson & Jennifer Cutri. 2019. Wellbeing in Doctoral Education. Wellbeing in Doctoral Education
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Peisha Wu & Shulin Yu. (2018) Understanding the use of mediational means in academic writing. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31:1, pages 378-407.
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Phillip de Jager, Ilse Lubbe & Elmarie Papageorgiou. (2018) The South African chartered accountant academic. Meditari Accountancy Research 26:2, pages 263-283.
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Virginia Langum & Kirk P.H. Sullivan. (2017) Writing academic english as a doctoral student in sweden: narrative perspectives. Journal of Second Language Writing 35, pages 20-25.
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Kathleen Pithouse-Morgan & Anastasia P. Samaras. 2017. Being Self-Study Researchers in a Digital World. Being Self-Study Researchers in a Digital World
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Sharon Zumbrunn, Sarah Marrs & Caitlin Mewborn. (2015) Toward a better understanding of student perceptions of writing feedback: a mixed methods study. Reading and Writing 29:2, pages 349-370.
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Grace Chu-Lin Chang. (2014) Writing feedback as an exclusionary practice in higher education. Australian Review of Applied Linguistics 37:3, pages 262-275.
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Maria Gardiner & Hugh Kearns. (2012) The ABCDE of Writing: Coaching high-quality high-quantity writing. International Coaching Psychology Review 7:2, pages 247-259.
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Ilona de Milliano, Amos van Gelderen & Peter Sleegers. (2012) Patterns of Cognitive Self-Regulation of Adolescent Struggling Writers. Written Communication 29:3, pages 303-325.
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