Graduate transitions: Canadian master's and PhD writing experiences
Jordan Stouck,Lori Walter +1 more
- Vol. 30, pp 264-289
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TLDR
This article conducted a case study based on qualitative focus group interviews to provide detailed information regarding graduate students' perceived experiences with their academic writing tasks and available supports, and explored the supports currently utilized by such students and the need for additional supports.Abstract:
This exploratory study researches the experiences of Canadian graduate students as they pursue writing tasks for their degree. It also explores the supports currently utilized by such students and the need for additional supports. The research uses a case study design based on qualitative focus group interviews to provide detailed information regarding graduate students' perceived experiences with their academic writing tasks and available supports. The approach is informed by academic literacy theory. Graduate students who participated in this study identified a transition in voice, increased pressure to publish and professionalize, and misalignments between their own and supervisory and institutional expectations, which resulted in some interrogation of institutional norms. They utilized Writing Centre, online and supervisory supports, but called for additional ongoing and peer support. The study has implications for the development of new, collaborative and peer-based writing supports, as well as identifying future research areas related to interdisciplinary degrees.read more
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Journal ArticleDOI
Writing and Identity. The Discoursal Construction of Identity in Academic Writing: Roz Ivanic. Amsterdam: Benjamins, 1998. ISBN: 90 272 1798 X (Eur) /1-556 19-323-8 (US)
Creating a Community of Learners: Affinity Groups and Informal Graduate Writing Support
TL;DR: For example, the authors found that failure to complete the dissertation, and the program itself, can be damaging for both the individual and the institution, particularly for those students who are capable of completing extended and involved research projects but need guidance through the terrain of higher education.
Journal ArticleDOI
Writing Retreats Responding to the Needs of Doctoral Candidates Through Engagement with Academic Writing
Émilie Tremblay-Wragg,Cynthia S. Vincent,S. Mathieu-C.,Christelle Lison,Annabelle Ponsin,Catherine Déri +5 more
TL;DR: In this article , a qualitative longitudinal experimental study with PhD candidates from Canadian universities was conducted, where 15 respondents who participated in a writing retreat were compared to 15 who never participated in such an event.
Book ChapterDOI
Perspective Chapter: Writing Retreat - A Trajectory towards Academic Language Enhancement
TL;DR: In this paper , the authors investigated whether structured research writing retreats have any significant value as trajectories to redefine and enhance academic language for the so-called "emerging researchers" and found that a huge challenge for this cohort of students was limited space and time to work into finality the expected throughput, as compared with seasoned researchers who are already acquainted of creating own writing spaces.
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