Doctoral Students Writing: Where's the Pedagogy?

Autor/in	Cotterall, Sara
Titel	Doctoral Students Writing: Where's the Pedagogy?
Quelle	In: Teaching in Higher Education, 16 (2011) 4, S.413-425 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
Schlagwörter	Communities of Practice; Doctoral Programs; Graduate Students; Writing (Composition); Interviews; Foreign Students; Foreign Countries; Power Structure; Teaching Methods; Writing Instruction; Guidelines; Scholarship; Anxiety; English (Second Language); Second Language Learning; Australia + Suchen Sie Ihr Suchwort? Community; Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schreibübung; Interviewing; Interviewtechnik; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Richtlinien; Scholarships; Stipendium; Angst; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Australien
Abstract	Writing occupies a key role in doctoral research, because it is the principal channel students use to communicate their ideas, and the basis on which their degree is awarded. Doctoral writing can, therefore, be a source of considerable anxiety. Most doctoral candidates require support and encouragement if they are to develop confidence as writers. Drawing on interviews with two international doctoral students at an Australian university, this paper examines the writing practices the students have encountered and discusses them in the light of recent research on doctoral writing pedagogy. Analysis of the students' experiences in terms of Wenger's "communities of practice" framework suggests that this perspective fails to account adequately for the power relations that impact on the students' learning opportunities. Examining the students' experiences also highlights the importance of good pedagogy in supporting the development of scholarly writing in the doctorate. (Contains 2 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10