UID:
almafu_9959243338602883
Format:
1 online resource (455 p.)
ISBN:
90-04-30433-9
Series Statement:
Studies in Writing, Volume 31
Content:
Debates about researcher education emphasise the dramatic changes facing higher education in the twenty-first century. Post/graduate students must learn often-hidden research literacies with very limited support. Research Literacies and Writing Pedagogies for Masters and Doctoral Writers explores the challenges students face when engaging in research writing. The chapters offer insights into effective pedagogies, ranging from direct, scaffolded instruction to peer learning, in face-to-face and online interventions. Themes extend from genre approaches, threshold concepts and publishing pedagogies through to the emotional aspects of post/graduate writing, writing groups, peer learning and relational collaborations, employing both online and digital technologies. Throughout, authors have revealed how research literacies and writing pedagogies, in situated contexts around the globe, demonstrate practices that are constantly changing in the face of personal, institutional and broader influences. With contributions from: Nick Almond, Cecile Badenhorst, Agnes Bosanquet, Marcia Z. Buell, Jayde Cahir, Mary Davies Turner, Robert B. Desjardins, Gretchen L. Dietz, Jennifer Dyer, Shawana Fazal, Marília Mendes Ferreira, Amanda French, Clare Furneaux, Cally Guerin, Pejman Habibie, Devon R. Kehler, Muhammad Ilyas Khan, Kyung Min Kim, Sally S. Knowles, Stephen Kuntz, Tara Lockhart, Michelle A. Maher, Muhammad Iqbal Majoka, Cecilia Moloney, Zinia Pritchard, Janna Rosales, Brett H. Say, Natalia V. Smirnova, Natalie Stillman-Webb, Joan Turner, John Turner, Gina Wisker, and K. Hyoejin Yoon.
Note:
Description based upon print version of record.
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Front Matter /
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Post/Graduate Research Literacies and Writing Pedagogies /
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Connecting the Dots: Writing a Doctoral Thesis by Publication /
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Writing for Scholarly Publication in a Canadian Higher Education Context: A Case Study /
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Writing-for-Publication: Online Pedagogy for Post/Graduate Research Writing /
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Challenges for Brazilian Post/Graduate Students Writing in the Academy: Insights for Future Pedagogical Interventions /
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Exploring Post/Graduate Academic Writing Practices, Research Literacies and Writing Identities /
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“What Feelings Didn’t I Experience!”: Affect and Identity in PhD Writing /
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Together and Undone: Motion, Style and Stance as Post/Graduate Research Literacies /
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Becoming a Post/Graduate Writer in a Social Science Discipline /
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Agency and Articulation in Doctoral Writing: Building the Messy Research Journey into a Well-Constructed Thesis /
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The Symbolic Economy of Research Literacies: The Role of “Writtenness” in the PhD Thesis /
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Negotiating Rich Response Networks and Textual Ownership in Dissertation Writing /
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Post/Graduate Feedback in Second Language Writing: The Feedback Network on the Dissertation Proposal /
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Writing Beliefs and Mentoring Practices: Advisor Perspectives on Post/Graduate Writing Instruction in the Sciences /
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Doctoral Supervisors as Learners and Teachers of Disciplinary Writing /
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Underground Murmurs: Disturbing Supervisory Practices of Feedback /
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Guide, Companion, Midwife: The Writing Advisor, the Post/Graduate Student and Relational Pedagogy /
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Thinking through Play: “Visual” Approaches to Post/Graduate Research Writing /
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Play and Creativity in Academic Writing /
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Flexibility, Hybridity and Writing: Theory and Practice for Developing Post/Graduate Literacies /
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Post/Graduate Academic Writing Problems: A Pakistan Case /
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Teaching in the Cloud: A Virtualised Collaborative Writing Methodology to Support the Development of Post/Graduate Academic Literacy /
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Index /
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English
Additional Edition:
ISBN 90-04-30432-0
Language:
English
Keywords:
Electronic books.
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