Doctoral Supervisors as Learners and Teachers of Disciplinary Writing

Effective supervision of doctoral students in public and population health in Africa: CARTA supervisors’ experiences, challenges and perceived opportunities

“…This was particularly reported in line with the complexities of doctoral programmes e.g. interdisciplinary or multidisciplinary PhD programmes that may require a close collaboration between supervisors in different fields and also, between supervisors and students (Maher & Say, 2016). Respondents in this study pointed out that having more than one supervisor would facilitate different experts or opinions, reduce supervision work and improve quality of students' work.…”

A Conversation about “Editing” Plurilingual Scholars’ Thesis Writing

“…Antoinette: I have attempted to bridge this gap and weave writing into the curriculum in a course required for thesis-track students where I have found it necessary to develop drafts of very detailed checklists or rubrics to help students learn about various aspects of the research process. I invite my graduate students to comment on these to further heighten their awareness of the requirements of writing in different genres (Maher & Say, 2016;Paltridge & Starfield, 2016). To date, my experience suggests that Canadian Journal for Studies in Discourse and Writing/Rédactologie Volume 28, 2018 http://journals.sfu.ca/cjsdw these rubrics and checklists benefit all students, but in particular, plurilingual EAL students who may not be language.…”

Chapter 5. Making Connections Between Theory and Practice: Pre-Service Educator Disciplinary Literacy Courses as Secondary WAC Initiation

“…Overall, 58% (52/89) of verbal data segments coded Mentoring were Negative (36/63 or 57% of doctoral student segments; and 16/26 or approximately 62% of faculty segments). The prevalence of negative experiences associated with mentoring concerns is significant given the important role that mentoring is known to play in supporting advanced writers' development and academic socialization (Casanave, 2016;Costello, 2015;Cox & Brunjes, 2013;Kim, 2016;Maher & Say, 2016;Morita, 2004;Simpson, 2016;Simpson, Ruecker et al, 2016;Stillman-Webb, 2016 We used evaluation coding (Saldaña, 2016) to document the many different experiences reported in relation to Negative Mentoring and Negative Structure. Often used to assess programs or organizations, evaluation coding involves locating "patterned observations or participant responses of attributes and details that assess quality."…”