Developing Research Writing : A Handbook for Supervisors and Advisors (Hardcover)

Acknowledgements * Who we are: contributors’ biographical details * Editors * Chapter authors * Introduction: opening the books on research writing feedback * Part I: Starting a new supervision with writing in focus * The relationship between reading, thinking and writing the literature review component of a doctoral confirmation proposal * Settling students into a community of practice * Framing feedback expectations: A ‘pedagogy of explicitness’ * Setting up frameworks * Part II: Making use of other resources along the way * The role of tertiary learning advisors in successful doctoral completion * Making the implicit explicit: generic writing workshops * Peer-writing groups * Online thesis-writing resources * Part III: Encouraging style through control of language * Giving feedback on grammar and style * Giving early feedback to doctoral writers * How to improve your advisees’ writing permanently?in 30 minutes * Part IV: Writing feedback on English as an Additional Language (EAL) writing * Written feedback typically provided on L2 students’ chapter drafts * Five approaches to supporting students writing in English as an additional language * Feeding back on research writing: New Zealand supervisors’ priorities with an L2 focus * Part V: Master’s and Honours smaller projects’ writing feedback * Supervising master’s/honours: A project management approach to researcher development * Directive feedback in honours’ or master’s degree research * Effective supervision of master’s researchers in professional contexts * Part VI: Thesis by publication or performance-based writing * Feedback from journal reviewers: writing a thesis by publication * Supervising a thesis that includes publications * Finding my voice(s) in the creative arts thesis * Part VII: Maintaining and gathering momentum * Writing Methodically: Teaching Students by Our Words and Deeds * Writing prolifically * Strategies for helping students through writer’s block * Part VIII: Keeping the examiner happy * Helping students demonstrate mastery of doctoral threshold concepts * Building bulwarks: Defence in thesis writing * What examiners value in a PhD * Keeping the examiner happy ? things to do: * Part IX: Writing feedback as nudging through identity transition * Writing an identity into being * Negotiating agency through authorial voice in thesis writing * Cultural identity/researcher identity: managing multiple positionings * The SISA matrix for feedback fostering doctoral students’ creativity * Managing those haunting voices: A student and supervisor in dialogue * Thinking rhetorically: A pragmatic approach to texts Conclusion * Bibliography * Index *