Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section

350 citations recorded by the source corpus.

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Supervisors' on-script feedback comments on drafts of dissertations: socialising students into the academic discourse community (2014, background): “Students may not read into the feedback the messages the supervisors intended (Bitchener and Basturkmen 2006).”
‘Tough love and tears’: learning doctoral writing in the sciences (2012, background): “Sometimes supervisors referred to changing workplace demands claiming there was less time to work closely with students on their writing: ‘the time that we’re allowed to supervise theses now, you can’t spend the time . . . you just can’t correct their English . . .’.”
Form and function of citations in discussion sections of master's theses and research articles (2013, background): “…statements regarding the students’ difficulty in linking their individual studies to the “bigger picture” echo the sentiments of faculty in a university in New Zealand (Bitchener & Basturkmen, 2006) and might seem to imply large differences between citation use in the student and published texts.”
Understanding student engagement with peer feedback on master’s theses: a Macau study (2019, background): “…may not be necessarily helpful in improving master’s students’ academic writing skills and guiding them into the academic learning community without students’ deep and active affective, cognitive and behavioural engagement with the received feedback (Bitchener and Basturkmen 2006; Yu and Lee 2016).”