Beyond deficit: graduate student research-writing pedagogies

Badenhorst, Cecile; Moloney, Cecilia; Rosales, Janna; Dyer, Jennifer; Ru, Lina

doi:10.1080/13562517.2014.945160

Cited by 66 publications

(56 citation statements)

References 23 publications

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“…The tendency for study skills approaches to identify individuals who don't 'get it' or don't 'have it' (Kamler & Thomson, 2014, p. 4) has also been identified as a deficit discourse (Badenhorst, et. al, 2015) that works to displace the collective responsibility of institutions.…”

Section: Trends In Doctoral Writing Researchmentioning

confidence: 99%

“…The effect of this kind of work is to constitute doctoral writing as 'mechanical' and 'predictable', and thus a relatively straightforward enterprise (White, 2013). In explaining why study skills approaches tend to find favour at an institutional level, Badenhorst, Moloney, Rosales, Dyer, and Ru (2015) argue that it is simply much easier to offer such interventions: 'add-on writing skills courses, once-off thesis-writing workshops, and the odd how-to programme are attractive options for university administrators who are operating within managerialist approaches to learning and see these as the answer to quicker completion rates in graduate research ' (p. 2). This analysis is extended by Aitchison and Mowbray (2015), who suggest that writing is often perceived 'in its narrowest sense -as an output with revenue-raising potential and as a reputation-building value' (p. 288).…”

Section: Trends In Doctoral Writing Researchmentioning

confidence: 99%

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Conceptualising Doctoral Writing as an Affective-political Practice

Burford

2017

IJDS

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Aim/Purpose: This article offers a conceptual summary and critique of existing literature on doctoral writing and emotion. The article seeks to intervene in current debates about doctoral writing by re-positioning it as an affective-political practice Background: Over recent decades public interest in the doctorate has expanded as it has become re-framed as a key component of national success in the global knowledge economy. It is within this context that the practice of doctoral writing has crystallised as an object of interest. While researchers have examined the increased regulation, surveillance, and intensification of doctoral writing, often this work is motivated to develop pedagogies that support students to meet these new expectations. At this point, there has been limited attention to what broad changes to the meanings and practices of doctoral writing feel like for students. Methodology: The paper offers a conceptual review that examines the ways in which doctoral writing tends to be understood. A review of literature in the areas of doctoral writing, doctoral emotion, and critical studies of academic labour was undertaken in order to produce a more comprehensive understanding of the political and emotional dynamics of doctoral writing. Contribution: It is intended that this conceptual research paper help researchers attend to the emotional context of doctoral writing in the current university context. Critical studies of academic work and life are identified as a possible platform for the development of future doctoral education research, and the conceptual tool of “affective-politics” is advanced as a novel frame for approaching doctoral writing research.

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Section: Trends In Doctoral Writing Researchmentioning

confidence: 99%

Section: Trends In Doctoral Writing Researchmentioning

confidence: 99%

Conceptualising Doctoral Writing as an Affective-political Practice

Burford

2017

IJDS

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“…In many ways, research writing is treated as a 'problem' that universities need to 'fix' (Aitchison & Lee, 2006;Lea & Street, 1998); and the solution is oftentimes skills based, in the form of add on writing skills courses, one off thesis writing workshops and 'how-to' programmes (Badenhorst, Moloney & Rosales, 2015). Carter (2011) adds that this form of generic (doctoral) support is widespread and sustained by learning advisors rather than departmentally based academics.…”

Section: Research Writing Problems and Responsesmentioning

confidence: 99%

“…This anthropologically-driven approach goes beyond developing 'proficient' or 'expert' language users; it leads students to question a range of issues such as how academic writing conventions impact meaning making, and what are alternative ways of creating meaning (Lillis & Scott, 2007). Similarly, Badenhorst et al (2015) propose a postgraduate writing pedagogy that is strongly influenced by critical pedagogy through its emphasis on a critical engagement with self and other social processes. This pedagogy moves away from notions of 'deficit' and 'problems' and instead seeks to empower students to become discourse analysts, develop an authorial voice and finally to acquire critical competence.…”

Section: Research Writing Problems and Responsesmentioning

confidence: 99%

It’s A Jungle Out There: Challenges In Postgraduate Research Writing

Jeyaraj

2018

GEMA

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Literature in English for academic purposes and postgraduate education suggests that research writing is challenging for students and acts as a barrier to timely completion. In Malaysia, postgraduate numbers are steadily increasing, yet high attrition rates remain a significant problem. Research into thesis writing appears to be an area that is slowly beginning to grow among Malaysian scholars, however most studies focus on public higher education institutions in the country. This study seeks to provide a voice for students from an off-campus university in Malaysia by investigating their writing experiences. The aim was to explore research writing challenges because there seemed to be a lack of any formalised structure which supported the writing process in this institution. Semi-structured interviews were carried out with six full-time postgraduate research students from non-native Englishspeaking backgrounds and data were analysed using a general inductive approach. It was found that academic language demands were challenging, and this affected writing and disciplinary socialisation. Additionally, some students felt there was an absence of clear direction in writing. Finally, isolation was experienced and resulted in a need to reach out to other communities. These findings reveal the diverse needs of students; if addressed, more timely completion rates and greater student learning experiences may be achieved.

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“…It's about being able to see how one is positioned and then to make choices about how to re-position oneself. Critical competence is essentially about a writer's agency within the existing constraints [57,58].…”

Section: Critical Competencementioning

confidence: 99%

Academic Publishing: Making the Implicit Explicit

Badenhorst

2016

Publications

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For doctoral students, publishing in peer-reviewed journals is a task many face with anxiety and trepidation. The world of publishing, from choosing a journal, negotiating with editors and navigating reviewers' responses is a bewildering place. Looking in from the outside, it seems that successful and productive academic writers have knowledge that is inaccessible to novice scholars. While there is a growing literature on writing for scholarly publication, many of these publications promote writing and publishing as a straightforward activity that anyone can achieve if they follow the rules. We argue that the specific and situated contexts in which academic writers negotiate publishing practices is more complicated and messy. In this paper, we attempt to make explicit our publishing processes to highlight the complex nature of publishing. We use autoethnographic narratives to provide discussion points and insights into the challenges of publishing peer reviewed articles. One narrative is by a doctoral student at the beginning of her publishing career, who expresses her desires, concerns and anxieties about writing for publication. The other narrative focuses on the publishing practices of a more experienced academic writer. Both are international scholars working in the Canadian context. The purpose of this paper is to explore academic publishing through the juxtaposition of these two narratives to make explicit some of the more implicit processes. Four themes emerge from these narratives. To publish successfully, academic writers need: (1) to be discourse analysts; (2) to have a critical competence; (3) to have writing fluency; and (4) to be emotionally intelligent.

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Beyond deficit: graduate student research-writing pedagogies

Cited by 66 publications

References 23 publications

Conceptualising Doctoral Writing as an Affective-political Practice

Conceptualising Doctoral Writing as an Affective-political Practice

It’s A Jungle Out There: Challenges In Postgraduate Research Writing

Academic Publishing: Making the Implicit Explicit

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