Supervising writing: helping postgraduate students develop as researchers

Anne Lee, Rowena Murray

Research output: Contribution to journalArticlepeer-review

23 Citations (Scopus)

Abstract

Research and enquiry skills are increasingly required of students at all levels of the higher education curriculum, and this requires a sophisticated pedagogical response. The question is: how can we integrate current knowledge about academic writing with current knowledge about supervision? This article integrates different approaches to writing with an established theory of supervision to develop a new model for supervising the writing component of the doctoral curriculum. Theory-driven and research-based, the original model integrated five different approaches, that is, functional, enculturation, critical thinking, emancipation and relationship development and offered a way forward that has been used in many supervisor development programmes. The adaptation offered here provides a new framework for supervising writing that integrates different approaches and draws on a range of literature and research. It could help supervisors to recognise, choose from and combine the approaches to supervising writing that are available.
Original languageEnglish
Pages (from-to)558-570
Number of pages13
JournalInnovations in Education and Teaching International
Volume52
Issue number5
DOIs
Publication statusPublished - 2015

Keywords

  • academic development
  • conceptual model
  • enquiry-based learning
  • doctoral education
  • supervision
  • writing

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