Developing Research Writing
A Handbook for Supervisors and Advisors
Herausgeber: Carter, Susan; Laurs, Deborah
Developing Research Writing
A Handbook for Supervisors and Advisors
Herausgeber: Carter, Susan; Laurs, Deborah
- Broschiertes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
Developing Research Writing is designed to encourage, inspire and improve the advisory practice of providing writing feedback.
Andere Kunden interessierten sich auch für
- Tran Le Huu NghiaDeveloping and Utilizing Employability Capitals57,99 €
- Sheila TraharDeveloping Cultural Capability in International Higher Education61,99 €
- Diane August / Timothy Shanahan (eds.)Developing Reading and Writing in Second-Language Learners53,99 €
- David KillickDeveloping the Global Student59,99 €
- Developing Creativities in Higher Music Education69,99 €
- Tim HillDeveloping a Career in Primary Education (1994)46,99 €
- Gerard GuthrieClassroom Change in Developing Countries57,99 €
-
-
-
Developing Research Writing is designed to encourage, inspire and improve the advisory practice of providing writing feedback.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis Ltd (Sales)
- Seitenzahl: 258
- Erscheinungstermin: 1. Oktober 2017
- Englisch
- Abmessung: 231mm x 155mm x 18mm
- Gewicht: 408g
- ISBN-13: 9781138688155
- ISBN-10: 1138688150
- Artikelnr.: 48224304
- Verlag: Taylor & Francis Ltd (Sales)
- Seitenzahl: 258
- Erscheinungstermin: 1. Oktober 2017
- Englisch
- Abmessung: 231mm x 155mm x 18mm
- Gewicht: 408g
- ISBN-13: 9781138688155
- ISBN-10: 1138688150
- Artikelnr.: 48224304
Susan Carter is Senior Lecturer in the Centre for Learning and Research in Higher Education (CLeaR), University of Auckland, New Zealand. Deborah Laurs is Senior Learning Advisor in Student Learning Te Taiako, Victoria University of Wellington, New Zealand.
Acknowledgements * Who we are: contributors
biographical details * Editors * Chapter authors * Introduction: opening the books on research writing feedback * Part I: Starting a new supervision with writing in focus * The relationship between reading, thinking and writing the literature review component of a doctoral confirmation proposal * Settling students into a community of practice * Framing feedback expectations: A `pedagogy of explicitness
* Setting up frameworks * Part II: Making use of other resources along the way * The role of tertiary learning advisors in successful doctoral completion * Making the implicit explicit: generic writing workshops * Peer-writing groups * Online thesis-writing resources * Part III: Encouraging style through control of language * Giving feedback on grammar and style * Giving early feedback to doctoral writers * How to improve your advisees
writing permanently
in 30 minutes * Part IV: Writing feedback on English as an Additional Language (EAL) writing * Written feedback typically provided on L2 students
chapter drafts * Five approaches to supporting students writing in English as an additional language * Feeding back on research writing: New Zealand supervisors
priorities with an L2 focus * Part V: Master
s and Honours smaller projects
writing feedback * Supervising master
s/honours: A project management approach to researcher development * Directive feedback in honours
or master
s degree research * Effective supervision of master
s researchers in professional contexts * Part VI: Thesis by publication or performance-based writing * Feedback from journal reviewers: writing a thesis by publication * Supervising a thesis that includes publications * Finding my voice(s) in the creative arts thesis * Part VII: Maintaining and gathering momentum * Writing Methodically: Teaching Students by Our Words and Deeds * Writing prolifically * Strategies for helping students through writer
s block * Part VIII: Keeping the examiner happy * Helping students demonstrate mastery of doctoral threshold concepts * Building bulwarks: Defence in thesis writing * What examiners value in a PhD * Keeping the examiner happy
things to do: * Part IX: Writing feedback as nudging through identity transition * Writing an identity into being * Negotiating agency through authorial voice in thesis writing * Cultural identity/researcher identity: managing multiple positionings * The SISA matrix for feedback fostering doctoral students
creativity * Managing those haunting voices: A student and supervisor in dialogue * Thinking rhetorically: A pragmatic approach to texts Conclusion * Bibliography * Index *
biographical details * Editors * Chapter authors * Introduction: opening the books on research writing feedback * Part I: Starting a new supervision with writing in focus * The relationship between reading, thinking and writing the literature review component of a doctoral confirmation proposal * Settling students into a community of practice * Framing feedback expectations: A `pedagogy of explicitness
* Setting up frameworks * Part II: Making use of other resources along the way * The role of tertiary learning advisors in successful doctoral completion * Making the implicit explicit: generic writing workshops * Peer-writing groups * Online thesis-writing resources * Part III: Encouraging style through control of language * Giving feedback on grammar and style * Giving early feedback to doctoral writers * How to improve your advisees
writing permanently
in 30 minutes * Part IV: Writing feedback on English as an Additional Language (EAL) writing * Written feedback typically provided on L2 students
chapter drafts * Five approaches to supporting students writing in English as an additional language * Feeding back on research writing: New Zealand supervisors
priorities with an L2 focus * Part V: Master
s and Honours smaller projects
writing feedback * Supervising master
s/honours: A project management approach to researcher development * Directive feedback in honours
or master
s degree research * Effective supervision of master
s researchers in professional contexts * Part VI: Thesis by publication or performance-based writing * Feedback from journal reviewers: writing a thesis by publication * Supervising a thesis that includes publications * Finding my voice(s) in the creative arts thesis * Part VII: Maintaining and gathering momentum * Writing Methodically: Teaching Students by Our Words and Deeds * Writing prolifically * Strategies for helping students through writer
s block * Part VIII: Keeping the examiner happy * Helping students demonstrate mastery of doctoral threshold concepts * Building bulwarks: Defence in thesis writing * What examiners value in a PhD * Keeping the examiner happy
things to do: * Part IX: Writing feedback as nudging through identity transition * Writing an identity into being * Negotiating agency through authorial voice in thesis writing * Cultural identity/researcher identity: managing multiple positionings * The SISA matrix for feedback fostering doctoral students
creativity * Managing those haunting voices: A student and supervisor in dialogue * Thinking rhetorically: A pragmatic approach to texts Conclusion * Bibliography * Index *
Acknowledgements * Who we are: contributors
biographical details * Editors * Chapter authors * Introduction: opening the books on research writing feedback * Part I: Starting a new supervision with writing in focus * The relationship between reading, thinking and writing the literature review component of a doctoral confirmation proposal * Settling students into a community of practice * Framing feedback expectations: A `pedagogy of explicitness
* Setting up frameworks * Part II: Making use of other resources along the way * The role of tertiary learning advisors in successful doctoral completion * Making the implicit explicit: generic writing workshops * Peer-writing groups * Online thesis-writing resources * Part III: Encouraging style through control of language * Giving feedback on grammar and style * Giving early feedback to doctoral writers * How to improve your advisees
writing permanently
in 30 minutes * Part IV: Writing feedback on English as an Additional Language (EAL) writing * Written feedback typically provided on L2 students
chapter drafts * Five approaches to supporting students writing in English as an additional language * Feeding back on research writing: New Zealand supervisors
priorities with an L2 focus * Part V: Master
s and Honours smaller projects
writing feedback * Supervising master
s/honours: A project management approach to researcher development * Directive feedback in honours
or master
s degree research * Effective supervision of master
s researchers in professional contexts * Part VI: Thesis by publication or performance-based writing * Feedback from journal reviewers: writing a thesis by publication * Supervising a thesis that includes publications * Finding my voice(s) in the creative arts thesis * Part VII: Maintaining and gathering momentum * Writing Methodically: Teaching Students by Our Words and Deeds * Writing prolifically * Strategies for helping students through writer
s block * Part VIII: Keeping the examiner happy * Helping students demonstrate mastery of doctoral threshold concepts * Building bulwarks: Defence in thesis writing * What examiners value in a PhD * Keeping the examiner happy
things to do: * Part IX: Writing feedback as nudging through identity transition * Writing an identity into being * Negotiating agency through authorial voice in thesis writing * Cultural identity/researcher identity: managing multiple positionings * The SISA matrix for feedback fostering doctoral students
creativity * Managing those haunting voices: A student and supervisor in dialogue * Thinking rhetorically: A pragmatic approach to texts Conclusion * Bibliography * Index *
biographical details * Editors * Chapter authors * Introduction: opening the books on research writing feedback * Part I: Starting a new supervision with writing in focus * The relationship between reading, thinking and writing the literature review component of a doctoral confirmation proposal * Settling students into a community of practice * Framing feedback expectations: A `pedagogy of explicitness
* Setting up frameworks * Part II: Making use of other resources along the way * The role of tertiary learning advisors in successful doctoral completion * Making the implicit explicit: generic writing workshops * Peer-writing groups * Online thesis-writing resources * Part III: Encouraging style through control of language * Giving feedback on grammar and style * Giving early feedback to doctoral writers * How to improve your advisees
writing permanently
in 30 minutes * Part IV: Writing feedback on English as an Additional Language (EAL) writing * Written feedback typically provided on L2 students
chapter drafts * Five approaches to supporting students writing in English as an additional language * Feeding back on research writing: New Zealand supervisors
priorities with an L2 focus * Part V: Master
s and Honours smaller projects
writing feedback * Supervising master
s/honours: A project management approach to researcher development * Directive feedback in honours
or master
s degree research * Effective supervision of master
s researchers in professional contexts * Part VI: Thesis by publication or performance-based writing * Feedback from journal reviewers: writing a thesis by publication * Supervising a thesis that includes publications * Finding my voice(s) in the creative arts thesis * Part VII: Maintaining and gathering momentum * Writing Methodically: Teaching Students by Our Words and Deeds * Writing prolifically * Strategies for helping students through writer
s block * Part VIII: Keeping the examiner happy * Helping students demonstrate mastery of doctoral threshold concepts * Building bulwarks: Defence in thesis writing * What examiners value in a PhD * Keeping the examiner happy
things to do: * Part IX: Writing feedback as nudging through identity transition * Writing an identity into being * Negotiating agency through authorial voice in thesis writing * Cultural identity/researcher identity: managing multiple positionings * The SISA matrix for feedback fostering doctoral students
creativity * Managing those haunting voices: A student and supervisor in dialogue * Thinking rhetorically: A pragmatic approach to texts Conclusion * Bibliography * Index *