9/6/ · Helping Doctoral Students Write: Pedagogies for Supervision: Authors: Barbara Kamler, Pat Thomson: Edition: illustrated: Publisher: Taylor & Francis, ISBN: , Length: pages: Subjects Helping Doctoral Students Write – pedagogies for supervision Dr Nick Sutcliffe Enhancing the Learner Experience in Higher Education Volume 4, Number 1 Book review: Helping Doctoral Students Write: Pedagogies for Supervision (Kamler & Thompson, ) Nick Sutcliffe, Leeds Metropolitan University This text is an in important addition to the literature on research students’ academic writing Helping Doctoral Students Write offers a proven approach to effective doctoral writing. By treating research as writing and writing as research, the authors offer pedagogical strategies for doctoral supervisors that will assist the production of well-argued and lively dissertations
Helping doctoral students write by Barbara Kamler
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Download PDF. Download Full PDF Package This paper. A short summary of this paper. READ PAPER. Helping Doctoral Students Write — pedagogies for supervision. In their book, Barbara Kamler and Pat Thompson identify and de-mystify the pedagogies which underpin academic writing at doctoral level. What makes their book stand out from the many, largely skill-based, classic texts on postgraduate academic writing such as Evans, Gruba and Zobel, ; Watson, ; Helping doctoral students write and Lea, ; and those on the technicalities of academic writing such as Turabian, is the emphasis on the development of scholarship; communication with peers as novice members of the academic community; and the ability to critique academic literature with both depth and precision.
Understandably, they tend to be overly-reverential towards the ideas of Dr X or Professor Y, accepting their ideas only because esteemed and established academics in their field say that it is so. In their book, Kamler and Thompson encourage supervisors to support students in becoming critical rather than passively accepting.
They also encourage students to see writing elements of their thesis, such as the literature review section, as an inductive and creative act, where they, helping doctoral students write, the doctoral student, are in charge of the academic literature rather than being the largely passive reporter and summariser of the ideas of others.
Additionally, Kamler and Thompson acknowledge the challenge of coherently marshalling the large volumes of data and information within a doctoral thesis. They liken this to choreography and also emphasise the importance of having the central arguments running throughout the thesis - something which students often find particularly challenging in producing a piece of writing of this size.
Without the discipline to link to the key themes and arguments, the pathology afflicting students is that they can often drift between topics whilst the focus of the thesis shifts away from the central helping doctoral students write and arguments towards the often interesting but more peripheral ideas.
This can happen in such a way that the helping doctoral students write of the thesis as a whole is sacrificed to fragmentation, resulting in a series of chapters which are of intrinsic interest within themselves but do not link together in a seamless way.
In a more conventional manner, they highlight the importance of signposts and headings. They suggest using this for crafting research writing, paying particular attention to the patterns of themes at the start of a written clause and the rhemes that make up the rest of the sentence e. In summary, this is an important and insightful book. Although aimed principally at research supervisors, the book would also be useful to students in their second and third helping doctoral students write of a full time research degree at the post-registration stage too.
to fully understand the often subtle and frequently nuanced nature of doctoral level research, and this book should be commended for that contribution. References example formats below Crème, P, helping doctoral students write. and Lea, M. Buckingham: Open University Press. Evans, D. and Zobel, helping doctoral students write, J.
Victoria, AU: Melbourne University Press. Kamler, B. and Thompson, P. London: Routledge. Rugg, G. and Petre, M. Turabian, K. Chicago: Chicago University Press. London: Longman. Email: n. helping doctoral students write leedsmet.
Sutcliffe Related Papers. From 'Year 9 dropout' to doctoral candidate: An autoethnographic journey of becoming with friends. By Edwin Creely and Marc Pruyn. Lee, helping doctoral students write, E. Research journeys: A collection of narratives of the doctoral experience. Cambridge Scholars Publishing: Newcastle Upon Tyne. By Emma Seal. Driven to Abstraction: Doctoral Supervision and Writing Pedagogies. By Pat Thomson.
By Judy Backhouse. Identity, voice and agency in two EAL doctoral writing contexts. By Sara M Cotterall and Morena De Magalhães. Download pdf. Log In with Facebook Log In with Google Sign Up with Apple. Remember me on this computer. Enter the email address you signed up with and we'll email you a reset link.
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Research Review for Doctoral Students. Helping Doctoral students to improve their research material
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Helping Doctoral Students Write offers a new approach to doctoral writing. By treating research as writing and writing as research, the authors offer pedagogical strategies for doctoral Request PDF | On Sep 27, , Barbara Kamler and others published Helping Doctoral Students Write | Find, read and cite all the research you need on ResearchGate 'In Helping doctoral students write, Barbara Kamler and Pat Thomson have produced a powerful and useful book that achieves a delicate balance between providing rigorous and challenging theoretical insights into the complexities of doctoral writing and simultaneously outlining many practical writing strategies supervisors can implement with their doctoral students.'Cited by:
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