Taylor & Francis Online :: Supervision and scholarly writing: writing to learn-learning to write - Reflective Practice - Volume 6, Issue 4 - 0 views
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students’ difficulties with the academic genre should be considered to be the norm, rather than the exception.
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anonymous on 12 Nov 12Step away from problematising writing and toward it being normal to seek help
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mechanical errors r
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errors in the microstructure of writing
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inconsistencies in writin
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macrostructure of writing
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quality and clarity of purpose
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substantive general writing errors
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publication, authorship, training and fairness
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plagiarism
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formal writing courses and reading lists, writing activities, and peer writing groups
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Ideally, the supervisor provides a writing role mode
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fallacious to assume that supervisors are necessarily scholarly writers
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relying on spvrs to be writing mentors does not always work, may have own issues with writing/lack of confidence
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apprenticeship model can be ineffective
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a passive role in improving their writing
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tudents and supervisors need to master a range of writing task
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benefit of naming what will be attended to and framing its context accrues through the process of planning, action and reflection
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implicit contractual relationship between my students and me
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supervisor
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provide feedback
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conceptu
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methodological
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I conceived postgraduate students’ writing as similar to that of an academic co‐author.
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initially corrected all errors
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ttle emphasis to these errors in subsequent interactions
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explored whether these were careless errors or whether the students had difficulty with particular aspects of writin
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students assumed some responsibility for proofreading
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cholarly writing in a thesis involves much more than a set of discrete writing tasks
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heightened awareness of individual differences in students as writers
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dependent writer
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‘writer’s block’ that could be overcome by breaking writing down into subtasks
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copious notes
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detailed note‐taking limited her interaction
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brief summary of the key points on my written response to her drafts
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action plan
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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
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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.
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Writers block can come from lack of knowledge/confidence in the writing process, rather than lack of subject knowledge
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confident writer
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published during his doctoral studies
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nadvertently engaged in unethical writing behaviour by including me as a co‐author without my permission
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difficulties with all aspects of the macrostructur
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epeat sections of writing from earlier chapters
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replace repeated text with concise summaries or use cross‐referencing
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tendency to rush through corrections, which often resulted in many issues identified on a previous draft remaining unresolved
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writing was often submitted and returned electronically using the ‘comments’ and ‘track changes’ tools in Microsoft Word.
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resistant writer
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acknowledged herself to be a poor write
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writing supp
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oral and written feedback
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email guidance, sessions where writing was modeled and her writing scaffolded, and handouts on writing style.
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specialist assistance
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r lack of commitment to improving the quality of subsequent drafts
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argumentative stance towards writing feedback
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my colleague and I decided that we were no longer prepared to supervise Rita.
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imited writing progress
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, Rita had failed to adequately demonstrate her writing capability as a doctoral candidat
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sporadic writer
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repeatedly failed to meet negotiated deadlines
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supervisor, it was difficult to maintain interest in and respond to Sherry’s work because of the time lag between each piece of writing
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enlisted an experienced supervisor to act as my mentor
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forewarned
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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.
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emotional excitement of writing up a thesis and the ensuing motivation
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lacked
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This trail of documentation
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importance of
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highlighted student‐centred writing issues
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dentified broader issues that also needed to be accommodated in supervision
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confidence in writing does not necessarily equate with capability.
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uture directions
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upport students
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ncouraging them to participate in activities designed to support scholarly writing,
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community of support for each othe
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Technology
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virtual community of student writers
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Ethical writing
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cant attention in postgraduate training to ethical practices in writing
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explore the ethical standards that are in operation in our local academic community.
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underpinned by a performance‐orientation
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ssues of concern related to students’ scholarly writing were identified.
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eper understanding of the breadth of issues related to the supervision of postgraduate writing
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