Beyond deficit: graduate student research-writing pedagogies

Abstract

Graduate writing is receiving increasing attention, particularly in contexts of diverse student bodies and widening access to universities. In many of these contexts, writing is seen as ‘a problem’ in need of fixing. Often, the problem and the solution are perceived as being solely located in notions of deficit in individuals and not in the broader embedded and sometimes invisible discourse practices. An academic literacies approach shifts the focus from the individual to broader social practices. This research project emerged out of an attempt to develop a graduate research-writing pedagogy from an academic literacies perspective. We present a detailed case study of one Masters' student to illustrate the results of a pedagogy that moved beyond notions of deficit and support. We argue that to be successful research writers, students need to (1) become discourse analysts; (2) develop authorial voice and identity; and (3) acquire critical competence.

Keywords:

• academic literacies
• graduate research writing
• academic writing
• research conceptualisation
• discourse

Funding

An Instructional Development Grant, University, 2011–2012 funded this research. Ethical approval was granted by the Interdisciplinary Committee on Ethics in Human Research at University.

Additional information

Funding

Funding: An Instructional Development Grant, University, 2011–2012 funded this research. Ethical approval was granted by the Interdisciplinary Committee on Ethics in Human Research at University.