Research Literacies And Writing Pedagogies For Masters And Doctoral Writers PDF
Preview Research Literacies And Writing Pedagogies For Masters And Doctoral Writers
ResearchLiteraciesandWritingPedagogiesforMastersandDoctoralWriters Studies in Writing TheStudiesinWritingSerieshasbeenfoundedbyGertRijlaarsdamandEricEspéret in1994.IthasbeenpursuedbyGertRijlaarsdamuntil2014,becomingareferencein thefieldofwritingresearch. SeriesEditors RaquelFidalgo(UniversityofLeón,Spain) ThierryOlive(NationalCentreforScientificResearch(cnrs)& UniversityofPoitiers,France) EditorialBoard RuiA.Alves(UniversityofPorto,Portugal)–MontserratCastelló(Ramon LlullUniversity,Spain)–DavidGalbraith(UniversityofSouthampton,uk) KarenHarris(ArizonaStateUniversity,usa)–CharlesA.MacArthur (UniversityofDelaware,usa)–RosaManchón(UniversityofMurcia,Spain) GertRijlaarsdam(UniversityofAmsterdam,TheNetherlands&University ofAntwerp,Belgium)–MarkTorrance(NottinghamTrentUniversity,uk) LuukvanWaes(UniversityofAntwerp,Belgium)–ÅsaWengelin(University ofGothenburg,Sweden) volume31 Thetitlespublishedinthisseriesarelistedatbrill.com/siw Research Literacies and Writing Pedagogies for Masters and Doctoral Writers Editedby CecileBadenhorst CallyGuerin leiden | boston Thispublicationhasbeentypesetinthemultilingual“Brill”typeface.Withover5,100characterscovering Latin,ipa,Greek,andCyrillic,thistypefaceisespeciallysuitableforuseinthehumanities.Formore information,pleaseseewww.brill.com/brill-typeface. issn1572-6304 isbn978-90-04-30432-1(hardback) isbn978-90-04-30433-8(e-book) Copyright2016byKoninklijkeBrillnv,Leiden,TheNetherlands. KoninklijkeBrillnvincorporatestheimprintsBrill,BrillHes&DeGraaf,BrillNijhoff,BrillRodopiand HoteiPublishing. Allrightsreserved.Nopartofthispublicationmaybereproduced,translated,storedinaretrievalsystem,or transmittedinanyformorbyanymeans,electronic,mechanical,photocopying,recordingorotherwise, withoutpriorwrittenpermissionfromthepublisher. AuthorizationtophotocopyitemsforinternalorpersonaluseisgrantedbyKoninklijkeBrillnvprovided thattheappropriatefeesarepaiddirectlytoTheCopyrightClearanceCenter,222RosewoodDrive,Suite 910,Danvers,ma01923,usa.Feesaresubjecttochange. Thisbookisprintedonacid-freepaper. Contents Acknowledgements ix Contributors x part 1 SettingtheSceneforTwenty-FirstCenturyResearchers 1 Post/GraduateResearchLiteraciesandWritingPedagogies 3 CecileBadenhorstandCallyGuerin part 2 PublicationLiteracies 2 ConnectingtheDots:WritingaDoctoralThesisbyPublication 31 CallyGuerin 3 WritingforScholarlyPublicationinaCanadianHigherEducation Context:ACaseStudy 51 PejmanHabibie 4 Writing-for-Publication:OnlinePedagogyforPost/GraduateResearch Writing 68 NataliaV.Smirnova 5 ChallengesforBrazilianPost/GraduateStudentsWritinginthe Academy:InsightsforFuturePedagogicalInterventions 93 MaríliaMendesFerreira part 3 WritingandResearchIdentities 6 ExploringPost/GraduateAcademicWritingPractices,Research LiteraciesandWritingIdentities 113 AmandaFrench vi contents 7 “WhatFeelingsDidn’tIExperience!”:AffectandIdentityinPhD Writing 132 AgnesBosanquetandJaydeCahir 8 TogetherandUndone:Motion,StyleandStanceasPost/Graduate ResearchLiteracies 149 GretchenL.Dietz,DevonR.KehlerandK.HyoejinYoon 9 BecomingaPost/GraduateWriterinaSocialScienceDiscipline 166 ClareFurneaux 10 AgencyandArticulationinDoctoralWriting:BuildingtheMessy ResearchJourneyintoaWell-ConstructedThesis 184 GinaWisker part 4 WritingNetworksandExchanges 11 TheSymbolicEconomyofResearchLiteracies:TheRoleof “Writtenness”inthePhDThesis 205 JoanTurner 12 NegotiatingRichResponseNetworksandTextualOwnershipin DissertationWriting 221 MarciaZ.Buell 13 Post/GraduateFeedbackinSecondLanguageWriting:TheFeedback NetworkontheDissertationProposal 238 KyungMinKim 14 WritingBeliefsandMentoringPractices:AdvisorPerspectiveson Post/GraduateWritingInstructionintheSciences 257 NatalieStillman-Webb 15 DoctoralSupervisorsasLearnersandTeachersofDisciplinary Writing 277 MichelleA.MaherandBrettH.Say contents vii 16 UndergroundMurmurs:DisturbingSupervisoryPracticesof Feedback 295 SallyS.Knowles 17 Guide,Companion,Midwife:TheWritingAdvisor,thePost/Graduate StudentandRelationalPedagogy 314 ZiniaPritchard,RobertB.DesjardinsandStephenKuntz part 5 ContactZones,BoundaryCrossingsandTransitions 18 ThinkingthroughPlay:“Visual”ApproachestoPost/Graduate ResearchWriting 335 CecileBadenhorst,CeciliaMoloney,JannaRosalesandJenniferDyer 19 PlayandCreativityinAcademicWriting 356 MaryDaviesTurnerandJohnTurner 20 Flexibility,HybridityandWriting:TheoryandPracticeforDeveloping Post/GraduateLiteracies 371 TaraLockhart 21 Post/GraduateAcademicWritingProblems:APakistanCase 389 MuhammadIlyasKhan,MuhammadIqbalMajokaandShawana Fazal 22 TeachingintheCloud:AVirtualisedCollaborativeWriting MethodologytoSupporttheDevelopmentofPost/Graduate AcademicLiteracy 407 NickAlmond Index 425 Acknowledgements Wewouldliketoacknowledgeallthosepost/graduatestudentswhosewriting ofdissertationsandtheseshashelpedustounderstandthecomplexitiesand challengesthataccompanythelearningofresearchliteracies.Weapplaudtheir successinnegotiatingthisterrain,andhopethattheinsightspresentedinthis volumewillsmooththepathofthosewhofollow. As editors we thank our contributors, who have generously offered their knowledgeandpedagogicalinsightsinordertobuildasharedunderstanding ofhowresearchliteraciesarelearnt.Thesescholars,writingfromsevendiffer- entcountries,haveallrespondedtoeachother’swritingwithperceptiveand consideredpeerreview,demonstratingthesimultaneouslyglobalandsituated natureofpost/graduatewriting.WealsothankthestaffatBrillfortheirvalu- able review of the chapters. At every stage, this work has been marked by a commitmenttocollegialcollaboration. Finally, we acknowledge the support and forbearance of our families throughouttheprocessofbringingthiscollectiontogether.Majorlifeevents haveaccompaniedthisjourneyforallofus,andwecelebratethefriendships thatdevelopalongsidelife’schallengesandsuccesses. Contributors NickAlmond isthecoordinatoroftaughtpostgraduatecoursesintheFacultyofEducation atLiverpoolHopeUniversity.HeistheChairoftheFacultyQualityLearning and Teaching Committee and academic lead on the ma Education and ma Learning and Teaching in Higher Education courses. He has a background in Physics, with a PhD, MRes and BSc in Surface Science, Biophysics and Physics respectively and has since made a 7-year transition from the world ofexperimentalphysicstotheacademicstudyofEducation.Heispassionate aboutLearningTechnology,LearningandTeachingandstemEducation. CecileBadenhorst isanAssociateProfessorinAdult/Post-secondaryeducationintheFacultyof Education, Memorial University of Newfoundland. Her research focus is on teaching and learning in culturally and linguistically diverse post-secondary contexts,researchwriting,academicliteracies,qualitativeresearch,andadult learning. A particular area of interest for her is the pedagogy of academic research and writing; she has published three books in this area: Research Writing(2007);DissertationWriting(2008)andProductiveWriting(2010).She’s alsoa2015CarnegieAfricanDiasporaFellow. AgnesBosanquet isanearlycareerresearcherandLecturerinMacquarieUniversity’sLearning and Teaching Centre. Her PhD in Cultural Studies performed an autoethno- graphicresponsetoLuceIrigaray’sphilosophyofsexualdifference,transcen- denceandthemother/daughterrelation.FromherresearchinCulturalStud- ies,Agnesvaluescriticaltheory,creativemethodologiesandquestionsabout powerrelations,discoursesandpracticesofinclusionandexclusion,locations of knowledge and constructions of subjectivity. As an academic developer, Agnesappliesthiscriticallegacytoherresearch,whichexploreschangingaca- demicrolesandidentities. MarciaZ.Buell holdsaPhDinWritingStudiesfromtheUniversityofIllinoisinUrbana,Illi- nois.ShecurrentlyteacheswritingandwritingtheoryatNortheasternIllinois UniversityinChicago.ShehasalsotaughtEnglishinJapan,ChinaandHun- gary.Herresearchinterestsincluderesponsetheoriesandidentitytheoriesfor writersofEnglishasanadditionallanguage.
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