6,174
Views
30
CrossRef citations to date
0
Altmetric
Articles

Supervising writing: helping postgraduate students develop as researchers

&

References

  • Aitchison, C., & Pare, A. (2012). Writing as craft and practice in the doctoral curriculum. In A. Lee & S. Danby (Eds.), Reshaping doctoral education (pp. 12–25). London: Routledge.
  • Bitchener, J., & Basturkmen, H. (2005). Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes, 5, 4–18.
  • Boice, R. (1990). Professors as writers: A self-help guide to productive writing. Stillwater, OK: New Forums.
  • Caffarella, R., & Barnett, B. (2000). Teaching doctoral students to become scholarly writers: The importance of giving and receiving critiques. Studies in Higher Education, 25, 39–52.10.1080/030750700116000
  • Casanave, C. P., & Li, X. (Eds.). (2008). Learning the literacy practices of graduate school. Ann Arbor, MI: University of Michigan Press.
  • Cotterall, S. (2011). Doctoral students’ writing: Where’s the pedagogy? Teaching in Higher Education, 16, 413–425.10.1080/13562517.2011.560381
  • Crème, P., & Lea, M. (1997). Writing at university. Buckingham: Open University Press.
  • Delamont, S., & Atkinson, P. (2004). Successful research careers a practical guide. Maidenhead: Open University Press, McGraw Hill.
  • Elbow, P. (1973). Writing without teachers. Oxford: Oxford University Press.
  • Farnsworth, W. (2011). Farnsworth’s classical English rhetoric. Boston, MA: David R. Godine.
  • Fernsten, L., & Reda, M. (2011). Helping students meet the challenges of academic writing. Teaching in Higher Education, 16, 171–182.10.1080/13562517.2010.507306
  • Gatfield, T. J. (2005). An investigation into PhD supervisory management styles: Development of a dynamic conceptual model and its managerial implications. Journal of Higher Education Policy and Management, 27, 311–325.10.1080/13600800500283585
  • Grant, B. M. (2007). The mourning after: Academic development in a time of doubt. International Journal for Academic Development, 12, 35–43.10.1080/13601440701217303
  • Halse, C. (2011). ‘Becoming a supervisor’: The impact of doctoral supervision on supervisors’ learning. Studies in Higher Education, 36, 557–570.10.1080/03075079.2011.594593
  • Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. York: Higher Education Academy.
  • Hirvela, A., & Yi, Y. (2008). From expectations to empowerment. In C. P. Casanave & X. Li (Eds.), Learning the literacy practices of graduate school (pp. 121–133). Ann Arbor, MI: University of Michigan Press.
  • Hopwood, N. (2010). Doctoral experience and learning from a sociocultural perspective. Studies in Higher Education, 35, 829–843.10.1080/03075070903348412
  • Kahn, P., & O’Rourke, K. (2004). Guide to curriculum design: Enquiry-based learning. York: The Higher Education Academy. Retrieved from http://www.heacademy.ac.uk/resources/detail/resource_database/id359_guide_to_curriculum_design_ebl
  • Kamler, B. (2008). Rethinking doctoral publication practices: Writing from and beyond the thesis. Studies in Higher Education, 33, 283–294.10.1080/03075070802049236
  • Kamler, B., & Thomson, P. (2006). Helping doctoral students write: Pedagogies for supervision. London: Routledge.
  • Kiley, M. (2011). Developments in research supervisor training: Causes and responses. Studies in Higher Education, 36, 585–599.10.1080/03075079.2011.594595
  • Kumar, V., & Stracke, E. (2007). An analysis of written feedback on a PhD thesis. Teaching in Higher Education, 12, 461–470.10.1080/13562510701415433
  • Kuwahara, N. (2008). It’s not in the orientation manual. In C. P. Casanave & X. Li (Eds.), Learning the literacy practices of graduate school (pp. 186–200). Ann Arbor, MI: University of Michigan Press.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.10.1017/CBO9780511815355
  • Lea, M., & Street, B. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23, 157–172.10.1080/03075079812331380364
  • Lee, A. (2008). How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33, 267–281.10.1080/03075070802049202
  • Lee, A. (2012). Successful research supervision. Abingdon: Routledge.
  • Leonard, D. (2001). A woman’s guide to doctoral studies. Buckingham: Open University Press.
  • Lillis, T. (2001). Student writing: Access, regulation and desire. London: Routledge.
  • Manathunga, C. (2005). The development of research supervision: ‘Turning the light on a private space’. International Journal for Academic Development, 10, 17–30.10.1080/13601440500099977
  • McAlpine, L., & McKinnon, M. (2013). Supervision – The most variable of variables: Student perspectives. Studies in Continuing Education, 35, 265–280.
  • McAlpine, L., & Norton, J. (2006). Reframing our approach to doctoral programs: An integrative framework for action and research. Higher Education Research and Development, 25, 3–17.
  • Murphy, N., Bain, J., & Conrad, L. (2007). Orientations to research higher degree supervision. Higher Education, 53, 209–234.10.1007/s10734-005-5608-9
  • Murray, R. (2011). How to write a thesis (3rd ed.). Maidenhead: Open University Press-McGraw-Hill.
  • Murray, R. (2012). Developing a community of research practice. British Educational Research Journal, 38, 783–800.10.1080/01411926.2011.583635
  • Murray, R., & Cunningham, E. (2011). Managing researcher development: ‘Drastic transition’? Studies in Higher Education, 36, 831–845.10.1080/03075079.2010.482204
  • Pearson, M., & Kayrooz, C. (2004). Enabling critical reflection on research supervisory practice. International Journal for Academic Development, 9, 99–116.10.1080/1360144042000296107
  • Samuels, P., Deane, M., & Griffin, J. (2012). Report on postgraduate training event in science education writing. Journal of Learning Development in Higher Education, 4. Retrieved from http://www.aldinhe.ac.uk/ojs/index.php?journal=jldhe&page=article&op=view&path%5B%5D=134&path%5B%5D=96
  • Swales, J. M., & Feak, C. B. (2004). Academic writing for graduate students (2nd ed.). Ann Arbor, MI: University of Michigan Press.
  • Taylor, S., & Beasley, N. (2005). A handbook for doctoral supervisors. Abingdon: Routledge.
  • Title, P. (2011). Critical thinking: An appeal to reason. New York, NY: Routledge.
  • Torrance, M., Thomas, G., & Robinson, E. J. (1993). Training in thesis writing: An evaluation of three conceptual orientations. British Journal of Educational Psychology, 63, 170–184.10.1111/bjep.1993.63.issue-1
  • Torrance, M., Thomas, G. V., & Robinson, E. J. (1994). The writing strategies of graduate research students in the social sciences. Higher Education, 27, 379–392.
  • Tosey, P. (2008). Enquiry-based learning: A resource for higher education. Retrieved from http://escalate.ac.uk/4746
  • Trafford, V., & Leshman, S. (2008). Stepping stones to achieving your doctorate. Maidenhead: Open University Press-McGraw Hill Education.
  • Turner, J. (2010). Rewriting writing in higher education: The contested spaces of proofreading. Studies in Higher Education, 36, 427–440.
  • Wisker, G. (2012). The good supervisor. Supervising postgraduate and undergraduate research for doctoral theses and dissertations. Basingstoke: Palgrave-Macmillan.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.