An analysis of written feedback on a PhD thesis
By Vijay Kumar, E. Stracke. 2007
196 citations recorded by the source corpus.
Subfields: Education, General Health Professions
View Paper: https://www.semanticscholar.org/paper/db44aef8025dc35284d362c0464ac2ec4deab5ae
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Martin East
- Helen Basturkmen
- J. Bitchener
- Gulfidan Can
- Andrew E. Walker
- T. Ferguson
- Shulin Yu
- Vijay Kumar
In General Health Professions
- Andrew E. Walker
- Gulfidan Can
- Martin East
- Helen Basturkmen
- J. Bitchener
- T. Ferguson
- Vijay Kumar
- E. Stracke
Citations in the corpus
- A Model for Doctoral Students’ Perceptions and Attitudes Toward Written Feedback for Academic Writing (2011, methodology): “Another research study that utilized qualitative data collection and analysis methods was conducted by Kumar and Stracke (2007).”
- Feedback and self‐regulated learning: insights from supervisors’ and PhD examiners’ reports (2010, methodology): “The analysis of draft 2 confirmed our earlier finding for draft 1 (Kumar & Stracke, 2007, p. 465), namely that the expressive function comes first in the overall feedback (draft 1: 44.9%; draft 2: 50.8%), as we can see in Tables 3 and 4.”
- Understanding student engagement with peer feedback on master’s theses: a Macau study (2019, background): “For master and doctoral students, writing a thesis/dissertation is the most formidable task (Kumar and Stracke 2007).”
- ‘Ignoring me is part of learning’: Supervisory feedback on doctoral writing (2017, unknown): “Both feedback and feedforward come in a variety of linguistic styles ranging through praise, suggestions and criticism (Kumar & Stracke, 2007).”
- Supervisors' on-script feedback comments on drafts of dissertations: socialising students into the academic discourse community (2014, methodology): “Following Kumar and Stracke (2007), we drew on the construct of pragmatic function and sought to identify the pragmatic (communicative) intention of the comments.”
- The ‘Write’ Skills and More: A Thesis Writing Group for Doctoral Students (2009, background): “Moreover, the supervisor–student relationship is often vertically based, supporting “a power relationship in which one is the master and the other the learner” (Kumar & Stracke, 2007 , p.”