Teaching Graduate Students to Write: A seminar for thesis and dissertation writers

DeLyser, Dydia

doi:10.1080/03098260305676

Cited by 61 publications

(58 citation statements)

References 7 publications

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“…Therefore, it was crucial that the group be student driven, rather than relying on authority figures to drive it. Unlike the writing seminars reported on by Delyser (2003), Larcombe et al (2007), and Ferguson (2009), for example, that are actively led by academic staff with a set program, the idea here was for students to take responsibility for the ongoing existence of PHeW. I facilitated the first few sessions until the 'habit' of meeting was established, and then the group members took over.…”

Section: Original Rationale For Establishing the Phew Group: The Acadmentioning

confidence: 99%

“…Literature exploring doctoral writing groups ranges from reports on specific programs (Delyser 2003;Mullen 2003;Larcombe et al 2007;Cuthbert & Spark 2008;Maher et al 2008;Aitchison, 2009;Ferguson 2009;Parker 2009;Aitchison & Lee 2010), and the value of peer learning/mentoring and community building (Caffarella & Barnett 2000;Pyhalto et al 2009;Stracke 2010;McAlpine & Asghar 2010), to discussions of identities formed during writing (Lee & Boud 2003;Kamler & Thomson 2008). Without exception, the research demonstrates the positive value of writing groups in providing effective learning spaces for doctoral candidates.…”

Section: Introductionmentioning

confidence: 99%

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Diversity in collaborative research communities: a multicultural, multidisciplinary thesis writing group in public health

Guerin

Xafis

Doda

et al. 2013

Studies in Continuing Education

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Writing groups for doctoral students are generally agreed to provide valuable learning spaces for PhD candidates. Here an academic developer and the seven members of a writing group formed in a Discipline of Public Health provide an account of their experiences of collaborating in a multicultural, multidisciplinary thesis writing group. We consider the benefits of belonging to such a group for PhD students who are operating in a research climate in which disciplinary boundaries are blurring and where an increasing number of doctoral projects are interdisciplinary in nature; in which both academic staff and students come from enormously diverse cultural and language backgrounds; and in which teamwork, networking and collaboration are prized but not always proactively facilitated. We argue that doctoral writing groups comprising students from diverse cultural and disciplinary backgrounds can be of significant value for postgraduates who wish to collaborate on their own academic development to improve their research writing and communication skills; at the same time, such collaborative work effectively builds an inclusive, dynamic research community.

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Section: Original Rationale For Establishing the Phew Group: The Acadmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Diversity in collaborative research communities: a multicultural, multidisciplinary thesis writing group in public health

Guerin

Xafis

Doda

et al. 2013

Studies in Continuing Education

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show abstract

“…Given their still-developing cognitive capacity, limited content knowledge, and nascent genre awareness, as well as low levels of authenticity that academic writing tasks commonly offer (Beck 2009), it is understandable why getting adolescent developing writers to make substantive changes to their texts poses such a challenge. If dissertating Ph.D. students working within their area of expertise can struggle with revising-including how to identify and address conceptual and organizational issues in their texts (Delyser 2003)-how difficult might it be for middle schoolers to leverage traditional revising processes to transform their drafts? As in other studies, students in ours tended to initially view revising as editing.…”

Section: Discussionmentioning

confidence: 99%

Visualizing Revision: Leveraging Student-Generated Between-Draft Diagramming Data in Support of Academic Writing Development

et al. 2015

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Once writers complete a first draft, they are often encouraged to evaluate their writing and prioritize what to revise. Yet, this process can be both daunting and difficult. This study looks at how students used a semantic concept mapping tool to re-present the content and organization of their initial draft of an informational text. We examine the processes of students at two different schools as they remediated their own texts and how those processes impacted the development of their rhetorical, conceptual, and communicative capacities. Our analysis suggests that students creating visualizations of their completed first drafts scaffolded self-evaluation. The mapping tool aided visualization by converting compositions into discrete persistent visual data elements that represented concepts and connections. This often led to students' meta-awareness of what was missing or misaligned in their draft. Our findings have implications for how students approach, educators perceive, and designers support the drafting and revision process.

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“…La de autoridad es aquella que reúne el conocimiento experto de uno o varios autores sobre cómo escribir la tesis, el ejemplo más conocido es el libro "Come si fa una tesi di laurea" (Cómo se hace una tesis) de Eco (1977), traducido a diversas lenguas y con múltiples reediciones. Este tipo de apoyo ha sido ampliamente desarrollado por otros autores (Mendieta, 1979;Sierra, 1996;Muñoz, 1998;Delyser, 2003;Paun, 2004;Sierra, 2009;Murray, 2011;Rüger, 2011, entre otros). Por último, la empírica corresponde a trabajos descriptivos del género tesis (Hanania & Akhtar, 1985;Paltridge, 2002;Samraj, 2008;Cubo, Puiatti & Lacón, 2012;Martínez, 2012;Meza, 2013;Venegas, Núñez, Zamora & Santana, 2015, entre otros).…”

Section: Introductionunclassified

Hacia un modelo retórico-discursivo del macrogénero Trabajo Final de Grado en Licenciatura

2016

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ResumenDesde el punto de vista académico, el hito más importante al que se ve enfrentado un estudiante para pasar de la vida estudiantil a la profesional es, sin duda, el proceso de producir y defender la tesis de licenciatura, pues ello le permitirá ingresar paulatinamente a la comunidad discursiva de su especialidad. El objetivo general de esta investigación es proponer un modelo retórico-discursivo, sustentado empíricamente, del Macrogénero Trabajo Final de Grado (MGTFG) de licenciatura a partir del análisis de un corpus de trabajos finales de cinco disciplinas. Para ello proponemos una aproximación teórico-metodológica que combina la teoría del género desde su orientación comunicativa con la lingüística de corpus. De este modo, a partir de un subcorpus de 407 Trabajos Finales de Grado (TFG) de cuatro disciplinas, a saber: literatura, lingüística, filosofía y psicología, se configuró la organización retórico-discursiva de los TFG, considerando sus macropropósitos y propósitos comunicativos. Producto de ello, se propone un modelo de organización retórico-discursiva compuesto por 5 macromovidas, 18 movidas y 65 pasos. Luego, este modelo es evaluado a través del análisis de un subcorpus de 59 TFG de ingeniería civil informática. Entre los hallazgos más relevantes, se puede establecer que el modelo propuesto articula los macropropósitos y propósitos comunicativos prototípicos del MGTFG y permite identificar los patrones discursivos propios de los TFG de las disciplinas en estudio. Este modelo podría constiutir un aporte en el ámbito de la alfabetización académica y en la construcción de aplicaciones didácticas a la escritura académica.

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Teaching Graduate Students to Write: A seminar for thesis and dissertation writers

Cited by 61 publications

References 7 publications

Diversity in collaborative research communities: a multicultural, multidisciplinary thesis writing group in public health

Diversity in collaborative research communities: a multicultural, multidisciplinary thesis writing group in public health

Visualizing Revision: Leveraging Student-Generated Between-Draft Diagramming Data in Support of Academic Writing Development

Hacia un modelo retórico-discursivo del macrogénero Trabajo Final de Grado en Licenciatura

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