Debates about researcher education emphasise the dramatic changes facing higher education in the twenty-first century. Post/graduate students must learn often-hidden research literacies with very limited support. Research Literacies and Writing Pedagogies for Masters and Doctoral Writersexplores the challenges students face when engaging in research writing. The chapters offer insights into effective pedagogies, ranging from direct, scaffolded instruction to peer learning, in face-to-face and online interventions. Themes extend from genre approaches, threshold concepts and publishing pedagogies through to the emotional aspects of post/graduate writing, writing groups, peer learning and relational collaborations, employing both online and digital technologies. Throughout, authors have revealed how research literacies and writing pedagogies, in situated contexts around the globe, demonstrate practices that are constantly changing in the face of personal, institutional and broader influences.
Author(s): Cecile Badenhorst, Cally Guerin
Series: Studies In Writing, Vol. 31
Publisher: Brill
Year: 2016
Language: English
Pages: 455
Tags: Languages And Linguistics, Applied Linguistics, Writing & Communication, Dissertations, Academic
Contents......Page 5
Acknowledgements......Page 9
Contributors......Page 10
Part 1. Setting the Scene for Twenty-First Century Researchers......Page 21
Chapter 1. Post/Graduate Research Literacies and Writing Pedagogies (Badenhorst and Guerin)......Page 23
Part 2. Publication Literacies......Page 49
Chapter 2. Connecting the Dots: Writing a Doctoral Thesis by Publication (Guerin)......Page 51
Chapter 3. Writing for Scholarly Publication in a Canadian Higher Education Context: A Case Study (Habibie)......Page 71
Chapter 4. Writing-for-Publication: Online Pedagogy for Post/Graduate Research Writing (Smirnova)......Page 88
Chapter 5. Challenges for Brazilian Post/Graduate Students Writing in the Academy: Insights for Future Pedagogical Interventions (Ferreira)......Page 113
Part 3. Writing and Research Identities......Page 131
Chapter 6. Exploring Post/Graduate Academic Writing Practices, Research Literacies and Writing Identities (French)......Page 133
Chapter 7. “What Feelings Didn’t I Experience!”: Affect and Identity in PhD Writing (Bosanquet and Cahir)......Page 152
Chapter 8. Together and Undone: Motion, Style and Stance as Post/Graduate Research Literacies (Dietz, Kehler and Yoon)......Page 169
Chapter 9. Becoming a Post/Graduate Writer in a Social Science Discipline (Furneaux)......Page 186
Chapter 10. Agency and Articulation in Doctoral Writing: Building the Messy Research Journey into a Well-Constructed Thesis (Wisker)......Page 204
Part 4. Writing Networks and Exchanges......Page 223
Chapter 11. The Symbolic Economy of Research Literacies: The Role of “Writtenness” in the PhD Thesis (Turner)......Page 225
Chapter 12. Negotiating Rich Response Networks and Textual Ownership in Dissertation Writing (Buell)......Page 241
Chapter 13. Post/Graduate Feedback in Second Language Writing: The Feedback Network on the Dissertation Proposal (Kim)......Page 258
Chapter 14. Writing Beliefs and Mentoring Practices: Advisor Perspectives on Post/Graduate Writing Instruction in the Sciences (Stillman-Webb)......Page 277
Chapter 15. Doctoral Supervisors as Learners and Teachers of Disciplinary Writing (Maher and Say)......Page 297
Chapter 16. Underground Murmurs: Disturbing Supervisory Practices of Feedback (Knowles)......Page 315
Chapter 17. Guide, Companion, Midwife: The Writing Advisor, the Post/Graduate Student and Relational Pedagogy (Pritchard, Desjardins and Kuntz)......Page 334
Part 5. Contact Zones, Boundary Crossings and Transitions......Page 353
Chapter 18. Thinking through Play: “Visual” Approaches to Post/Graduate Research Writing (Badenhorst, Moloney, Rosales and Dyer)......Page 355
Chapter 19. Play and Creativity in Academic Writing (Davies Turner and Turner)......Page 376
Chapter 20. Flexibility, Hybridity and Writing: Theory and Practice for Developing Post/Graduate Literacies (Lockhart)......Page 391
Chapter 21. Post/Graduate Academic Writing Problems: A Pakistan Case (Khan, Majoka and Fazal)......Page 409
Chapter 22. Teaching in the Cloud: A Virtualised Collaborative Writing Methodology to Support the Development of Post/Graduate Academic Literacy (Almond)......Page 427
Index......Page 445
