Helping Doctoral Students Write: Pedagogies for supervision

By B. Kamler, P. Thomson. 2006

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How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: a qualitative approach (2017, background): “Considering the above tools and strategies in doctoral programmes may be of benefit to students who will be investing a great deal of time learning ‘new ways with words’ as they enter the discursive practices of their disciplines (Kamler and Thomson 2006).”
More than just a brain: emotions and the doctoral experience (2013, background): “(Emily, Email message, May 4, 2011) Emily’s powerful emotional response to having her work published underlines the intimate connection between writing and the construction of scholarly identity (Kamler & Thomson, 2006).”
Metadiscourse in the introductions of PhD theses and research articles (2015, background): “, Bunton, 1998, 2002; Feak, Swales, & Irwin, 2011; Paltridge & Starfield, 2007; Samraj, 2008; Swales, 2004). Swales (2004), for instance, wrote that the overall structure of the introduction of PhD theses “in broad outline is comparable to that of research articles” (p.”
A Model for Doctoral Students’ Perceptions and Attitudes Toward Written Feedback for Academic Writing (2011, background): “Academic writing in doctoral education is similar to other types of academic writing; however, it is influenced by the institutional requirements of degree completion and conventions of the particular disciplines (Kamler & Thomson, 2006).”