Supervision and scholarly writing: writing to learn—learning to write

Abstract

This paper describes an action research project on postgraduate students’ scholarly writing in which I employed reflective approaches to examine and enhance my postgraduate supervisory practice. My reflections on three distinct cycles of supervision illustrate a shift in thinking about scholarly writing and an evolving understanding of how to support postgraduate students’ writing. These understandings provide the foundation for a future‐oriented fourth cycle of supervisory practice, which is characterized by three principles, namely the empowerment of students as writers, the technological context of contemporary writing, and ethical issues in writing.