000			05456cam a2200445 i 4500
999			_c36589 _d36589
001			19776787
003			OSt
005			20200316105716.0
007			ta
008			170710s2018 enk b 001 0 eng
010			_a 2017007692
020			_a9781138688148 (hardback)
020			_a9781138688155 (pbk.)
020			_z9781315541983 (ebook)
040			_aDLC _beng _cHNU _erda _dDLC
042			_apcc
050	0	0	_aLB2369 _b.D454 2018
082	0	0	_a808.066378 D49 2018 _223 _3GC
245	0	0	_aDeveloping research writing : _ba handbook for supervisors and advisors / _cedited by Susan Carter and Deborah Laurs.
264		1	_aLondon, England, USA ; _aNew York, NY, USA : _bRoutledge, Taylor & Francis Group, _c©2018.
300			_axviii, 257 pages : _c24 cm _billustrations ;
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references and index.
505			_aAcknowledgements * Who we are: contributors' biographical details *Editors *Chapter authors *Introduction: opening the books on research writing feedback *Part I: Starting a new supervision with writing in focus *The relationship between reading, thinking and writing the literature review component of a doctoral confirmation proposal *Settling students into a community of practice *Framing feedback expectations: A 'pedagogy of explicitness' *Setting up frameworks *Part II: Making use of other resources along the way *The role of tertiary learning advisors in successful doctoral completion *Making the implicit explicit: generic writing workshops *Peer-writing groups *Online thesis-writing resources *Part III: Encouraging style through control of language *Giving feedback on grammar and style *Giving early feedback to doctoral writers *How to improve your advisees' writing permanently-in 30 minutes *Part IV: Writing feedback on English as an Additional Language (EAL) writing *Written feedback typically provided on L2 students' chapter drafts *Five approaches to supporting students writing in English as an additional language *Feeding back on research writing: New Zealand supervisors' priorities with an L2 focus *Part V: Master's and Honours smaller projects' writing feedback *Supervising master's/honours: A project management approach to researcher development *Directive feedback in honours' or master's degree research *Effective supervision of master's researchers in professional contexts *Part VI: Thesis by publication or performance-based writing *Feedback from journal reviewers: writing a thesis by publication *Supervising a thesis that includes publications *Finding my voice(s) in the creative arts thesis *Part VII: Maintaining and gathering momentum *Writing Methodically: Teaching Students by Our Words and Deeds *Writing prolifically *Strategies for helping students through writer's block *Part VIII: Keeping the examiner happy *Helping students demonstrate mastery of doctoral threshold concepts *Building bulwarks: Defence in thesis writing *What examiners value in a PhD *Keeping the examiner happy - things to do: *Part IX: Writing feedback as nudging through identity transition *Writing an identity into being *Negotiating agency through authorial voice in thesis writing *Cultural identity/researcher identity: managing multiple positionings *The SISA matrix for feedback fostering doctoral students' creativity *Managing those haunting voices: A student and supervisor in dialogue *Thinking rhetorically: A pragmatic approach to textsConclusion *Bibliography *Index *
520			_aProvides insights and advice that supervisors can use to advance their support of their research students' writing and, at the same time, survive increasing supervisory demands. Book parts are framed by empirical supervisor and doctoral student experiences and chapters within each part provide multiple approaches. The carefully chosen contributors are specialists on research writing and doctoral pedagogy, who guide the reader through the key stages of providing feedback. Split into nine key parts the book covers: starting a new supervision with writing in focus; making use of other resources along the way; encouraging style through control of language; writing feedback on English as an Additional Language (EAL) writing; Master's and Honours smaller projects' writing feedback; thesis by publication or performance-based writing; maintaining and gathering momentum; keeping the examiner happy; writing feedback as nudging through identity transition. The parts cohere into a go-to handbook for developing the supervision process. Drawing on research, literature and experience, Developing Research Writing offers well-theorized, yet practical and grounded advice conducive to good practices
521			_aCAS
546			_aText in English
650		0	_aAcademic writing.
650		0	_aResearch _xMethodology.
650		0	_aDissertations, Academic _xAuthorship.
650		0	_aGraduate students _xSupervision of.
700	1		_aCarter, Susan, _d1947- _eeditor.
700	1		_aLaurs, Deborah, _eeditor.
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cBK _h800-899