Writing Groups for Doctoral Education and Beyond (eBook, PDF)

Innovations in practice and theory
Redaktion: Aitchison, Claire; Guerin, Cally

• Format: PDF

Produktbeschreibung

Writing is the principal means by which doctoral candidature is monitored and measured; this, combined with the growing tendency to use publications as proxy measures of individual and institutional productivity, underlines the centrality of writing in academia. One of the central questions for scholars in higher education, therefore, is 'How do we make writing happen?', and it is this question which the book seeks to answer.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 256
• Erscheinungstermin: 24. April 2014
• Englisch
• ISBN-13: 9781135049157
• Artikelnr.: 40830489

Autorenporträt

Claire Aitchison is Senior Lecturer in Postgraduate Literacies at the University of Western Sydney, Australia. She is an emerging scholar with a growing reputation in the use of writing groups in doctoral education and for the support of academic publishing. 　 Cally Guerin is Lecturer in Researcher Education and Development at the School of Education, University of Adelaide, Australia. Her research and publications focus on doctoral education, with a particular interest in writing skills development for both international and local doctoral students.

Inhaltsangabe

Chapter 1 Introduction: Writing groups for doctoral and scholarly writing
by Claire Aitchison (University of Western Sydney) and Cally Guerin
(University of Adelaide)
Chapter 2 Writing together, for many reasons by Anthony Paré (McGill
University, Canada)
Chapter 3 Pick-n-Mix: A Typology of Writers' by Groups by Sarah Haas
(University of Ghent, Belgium)
Chapter 4 Doctoral students create new spaces to write by Rowena Murray
(University of Strathclyde, Scotland)
Chapter 5 Scaffolding the thesis writing process: An ongoing writing group
for international research students by Linda Li (University of Canberra,
Australia)
Chapter 6 The writing group as gift by Cally Guerin (University of
Adelaide, Australia)
Chapter 7 'If they're not laughing, watch out!': Emotion and risk in
postgraduate writers' circles by Lucia Thesen (University of Cape Town,
South Africa)
Chapter 8 Learning from multiple voices: Intertextuality, feedback and
authority in doctoral writing groups by Claire Aitchison (University of
Western Sydney, Australia)
Chapter 9 The transparent transaction: Writing groups in the development of
academic writers and writing mentors by Michelle Maher (University of South
Carolina, USA)
Chapter 10 A weekly dose of applause! Connectedness and playfulness in the
Thesis Marathon by Judith Wolfsberger (The writers' studio, Austria)
Chapter 11 Circles of trust: The generous embrace of academic writing
retreats by Barbara Grant and Sally Knowles (Auckland University, New
Zealand; Edith Cowan University, Australia)
Chapter 12 Listening to doctoral students talk about research writing and
groups: Implications for doctoral programs by Doreen Starke-Meyerring
(McGill University, Canada)
Chapter 13 An intimate circle: Reflections on writing as women in higher
education by Agnes Bosanquet, Jayde Cahir, Elaine Huber, Christa
Jacenyik-Trawöger and Margot McNeill (Macquarie University, Australia)
Chapter 14 Shut up and write! Facilitating informal learning in doctoral
education (with 'no critiquing, exercises, lectures, ego, competition or
feeling guilty') by Inger Mewburn, Lindy Osborne, Glenda Caldwell and Tseen
Khoo (Royal Melbourne Institute of Technology; Queensland University of
Technology; Queensland University of Technology; Royal Melbourne Institute
of Technology, Australia)