Doctoral Writing Programs

Doctoral Writing Programs-69
Here they explain the identity work involved in writing the citation that is read out at New Zealand graduation ceremonies for Ph D candidates.By Drs Ana Maria Benton Zavala and Ian Brailsford Introduction This blog post describes the final piece of doctoral writing for a recently awarded Ph D: the brief citation read out at graduation.Doctoral study is viewed as a time to learn scientific principles and methods for conducting research.

All three have published extensively on the topic of doctoral writing.

By Cecile Badenhorst, Brittany Amell & James Burford Over recent years, doctoral writing has become an increasingly important practice to institutions, policymakers, and doctoral education programs worldwide.

We have thoroughly enjoyed her thought-provoking reflections on “research languages”—and we’re sure you will too. If you’re reading this, there’s a good chance that it’s English, this being the “lingua franca” of much of the academic world. (Based on the overwhelming proportion of doctoral students that reportedly experience Imposter Syndrome, versus what it actually takes to achieve a Ph D, the answer is probably “Yes”.) Despite our fears and reservations, throughout the years we spend studying we learn a wide range of research skills, from communicating our ideas with confidence, through networking, to presenting our arguments clearly in written form.

I think these skills can be viewed as a group of “languages” in which we become fluent during our training.

This equates to approximately three to four years’ full-time doctoral study honed down to three to four paragraphs.

Good advice on writing the abstract is out there; this post attempts the same for a citation.

Continue reading Our guest post this week is by an international group of scholars working at three different institutions: Cecile Badenhorst is an Associate Professor in the Adult Education/Post-Secondary program in the Faculty of Education at Memorial University, Newfoundland, Canada; Brittany Amell is a Ph D student at Carleton University, Ottawa, Canada; and on the other side of the world, James Burford is a Lecturer in the Research Education and Development unit in the Graduate Research School, La Trobe University, Melbourne, Australia.

Here they tell us about their new project on “Re-Imagining Doctoral Writing” and invite readers to contribute to their forthcoming book on the topic.

To make such a statement would also be to miss the rich collection of public fora where the discussion of doctoral writing identities, practices, policies and pedagogies takes place (e.g.

Doctoral Writing, Thesis Whisperer and Patter), and the rise of initiatives like #Ac Wri Mo (Academic Writing Month) which bring academic writers together.

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