Research writing: problems and pedagogies

Aitchison, Claire; Lee, Alison

doi:10.1080/13562510600680574

Cited by 252 publications

(172 citation statements)

References 18 publications

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“…Cameron et al (2009), Grant (2006 and Moore (2003) all refer to growth in participants' self-belief as writers. Writing therefore, may become less daunting and the mystery surrounding writing for publication diminished, via a collaborative, 'enclosed' facilitative event (Aitchison and Lee, 2006). This however, assumes that potential authors want to access group rather than individual support.…”

Section: Background/literature Reviewmentioning

confidence: 99%

Developing a culture of publication: a joint enterprise writing retreat

Garside

Bailey

Tyas

et al. 2015

Journal of Applied Research in Higher Education

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Purpose: Many students irrespective of level of study produce excellent course work which, if given support and encouragement could clearly be of a publishable standard. Academic staff are expected to produce quality publications meeting peer review standards although they may be relatively novice authors. All are engaged in some aspects of academic writing practices but not as frequently involved in co-production of publications emanating from student work. This activity is still at the margins of much of the student experience. Design/methodology: Mindful of these issues, we designed and offered a writing programme including a writing retreat. This brought together undergraduate and postgraduate students from a range of applied disciplines (health and art, design and architecture) and their supervisors with the aim of co-producing publications and participating in a community of scholarly practice. The project was delivered over nine months. It involved four days 'compulsory' attendance and included a preparatory workshop, a two day off campus writing retreat and a dissemination event. Student and supervisors applied to participate as a team. Kirkpatrick's (2006) four-stage classic model: reaction, learning, changes in behaviour and real world results was used as a framework for the educational evaluation. Key findings organised thematically were: Supervisor-supervisee relationships; space and time; building confidence enabling successful writing and publication. Originality/Value: This paper will provide an overview of the design, content and approaches used for successful delivery of this innovative project. It will draw on examples that illustrate the different types of joint enterprise that emerged, illuminate experiences of co-production and co-authorship along with recommendations for future ventures.

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Section: Background/literature Reviewmentioning

confidence: 99%

Developing a culture of publication: a joint enterprise writing retreat

Garside

Bailey

Tyas

et al. 2015

Journal of Applied Research in Higher Education

View full text Add to dashboard Cite

show abstract

“…Therefore perhaps the role we can play as literacy educators is to do as Luke suggests and reframe the text not as a genre but as 'a social strategy historically located in a network of power relations in particular institutional sites and cultural fields ' (1996, 333). This means that we may need to mediate the pedagogic spaces between in various ways such as writing workshops and Writers Circles, as conceptualised by Aitchison and Lee (2006) and Chihota (2007). Circles are small, safe spaces where groups of students from a variety of disciplines meet to read and discuss aspects of their research.…”

Section: Resultsmentioning

confidence: 99%

How do we play the genre game in preparing students at the advanced undergraduate level for research writing?

Paxton

2011

Teaching in Higher Education

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The study described in this article sets out to understand the barriers and affordances to successful completion of the short research thesis required in many advanced undergraduate courses or Honours programmes. In the study, the genre features of students' research projects and the criteria used to assess them were analysed and both students and supervisors were interviewed. The article focuses on one particular student from the case study and the findings provide in-depth insights into the complexities of genre acquisition in one particular department at a South African university, where writing and knowledge of the genre are often not taught, but must be acquired through a form of apprenticeship. The article concludes by raising some questions about how research genres can best be mediated in developmental contexts, where the teaching of writing may not be valued.

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“…There is no short cut to how to learn to be an excellent writer. Often, reasonable advice for a PhD student is to assure that hardly anyone writes finished text at once, but writing takes numerous rounds of revisions and re-organizations (Aitchison & Lee, 2006).…”

Section: A Caring Supervisor Motivates To Writementioning

confidence: 99%

A Good Supervisor–Ten Facts of Caring Supervision

Määttä¹

2015

IES

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This article describes the elements of caring supervision of doctoral theses. The purpose was to describe the best practices as well as challenges of supervision especially from the supervisor's perspective. The analysis is based on the author's extensive experience as a supervisor and related data obtained for research and developmental purposes. Caring supervision is summarized into ten facts that illustrate the multidimensional nature of a supervision relationship. The findings can help supervisors develop in their important work of supervising doctoral theses.

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Research writing: problems and pedagogies

Cited by 252 publications

References 18 publications

Developing a culture of publication: a joint enterprise writing retreat

Developing a culture of publication: a joint enterprise writing retreat

How do we play the genre game in preparing students at the advanced undergraduate level for research writing?

A Good Supervisor–Ten Facts of Caring Supervision

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