Group items tagged

inconsistencies in writin

macrostructure of writing

quality and clarity of purpose

substantive general writing errors

publication, authorship, training and fairness

plagiarism

formal writing courses and reading lists, writing activities, and peer writing groups

Ideally, the supervisor provides a writing role mode

fallacious to assume that supervisors are necessarily scholarly writers

apprenticeship model can be ineffective

a passive role in improving their writing

tudents and supervisors need to master a range of writing task

benefit of naming what will be attended to and framing its context accrues through the process of planning, action and reflection

implicit contractual relationship between my students and me

supervisor

provide feedback

conceptu

methodological

I conceived postgraduate students’ writing as similar to that of an academic co‐author.

initially corrected all errors

ttle emphasis to these errors in subsequent interactions

explored whether these were careless errors or whether the students had difficulty with particular aspects of writin

students assumed some responsibility for proofreading

cholarly writing in a thesis involves much more than a set of discrete writing tasks

heightened awareness of individual differences in students as writers

dependent writer

‘writer’s block’ that could be overcome by breaking writing down into subtasks

copious notes

detailed note‐taking limited her interaction

brief summary of the key points on my written response to her drafts

action plan

writing block initially posed a major ethical dilemma for me because the ethical guidelines of authorship restrict the writing that should be undertaken by a superviso

not writing per se that underpinned Denise’s writing block but a lack of knowledge about the content and organization of a particular writing task.

confident writer

published during his doctoral studies

nadvertently engaged in unethical writing behaviour by including me as a co‐author without my permission

difficulties with all aspects of the macrostructur

epeat sections of writing from earlier chapters

replace repeated text with concise summaries or use cross‐referencing

tendency to rush through corrections, which often resulted in many issues identified on a previous draft remaining unresolved

writing was often submitted and returned electronically using the ‘comments’ and ‘track changes’ tools in Microsoft Word.

resistant writer

acknowledged herself to be a poor write

writing supp

oral and written feedback

email guidance, sessions where writing was modeled and her writing scaffolded, and handouts on writing style.

specialist assistance

r lack of commitment to improving the quality of subsequent drafts

argumentative stance towards writing feedback

my colleague and I decided that we were no longer prepared to supervise Rita.

imited writing progress

, Rita had failed to adequately demonstrate her writing capability as a doctoral candidat

sporadic writer

repeatedly failed to meet negotiated deadlines

supervisor, it was difficult to maintain interest in and respond to Sherry’s work because of the time lag between each piece of writing

enlisted an experienced supervisor to act as my mentor

forewarned

Sherry’s approach to writing was likely to result in a lengthy completion time and she needed to accept the responsibility for managing her writing tasks.

emotional excitement of writing up a thesis and the ensuing motivation

lacked

This trail of documentation

importance of

highlighted student‐centred writing issues

dentified broader issues that also needed to be accommodated in supervision

confidence in writing does not necessarily equate with capability.

uture directions

upport students

ncouraging them to participate in activities designed to support scholarly writing,

community of support for each othe

Technology

virtual community of student writers

Ethical writing

cant attention in postgraduate training to ethical practices in writing

explore the ethical standards that are in operation in our local academic community.

underpinned by a performance‐orientation

ssues of concern related to students’ scholarly writing were identified.

eper understanding of the breadth of issues related to the supervision of postgraduate writing

Lady Mary Montagu promoted smallpox vaccination; its proponents experimented on prisoners to study its efficacy, and James Jurin, the secretary of the Royal Society, developed mathematical proof of this in the face of ecclesiastical opposition.4 Many of the modern concepts of therapeutic trials were described although not widely accepted. Empirical observation through experimentation was starting to be recognised as the tool that allowed ascertainment of fact and truth. An account of Dr Bianchini’s experiments on “Le Medicin Electrique”, reported to the Royal Society explains that “The experiments were made by Dr Bianchini assisted by several curious and learned men … who not being able to separate what was true … determined to be guided by their own experiments and it was by this most troublesome though of all the others the most sure way, that they have learned to reject a great number of what have been published as facts.”5

a very simple manipulation of mind-set that did not change the specifics of the case led to very different responses.

Class can also play a role. Another paper, in the March issue of the Journal of Personality and Social Psychology, shows that upper-income people tend to have less empathy than those from lower-income strata, and so are more willing to sacrifice individuals for the greater good.

stressing subjects, rushing them or reminding them of their mortality all reduce utilitarian responses,

Even the way a scenario is worded can influence our judgments, as lawyers and politicians well know.

our moods can make misdeeds seem more or less sinful.

Objective moral truth doesn’t exist, and these studies show that even if it did, our grasp of it would be tenuous.