Research Literacies And Writing Pedagogies For Masters And Doctoral Writers

Description

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. 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