Developing Research Writing: A Handbook for Supervisors and Advisors

ISBN 10: 1138688150 / ISBN 13: 9781138688155

Published by Routledge, 2017

About this Item

Gut/Very good: Buch bzw. Schutzumschlag mit wenigen Gebrauchsspuren an Einband, Schutzumschlag oder Seiten. / Describes a book or dust jacket that does show some signs of wear on either the binding, dust jacket or pages.

Seller Inventory # M01138688150-V

Bibliographic Details

• Title: Developing Research Writing: A Handbook for Supervisors and Advisors
• Publisher: Routledge
• Publication Date: 2017
• Language: English
• ISBN 10: 1138688150
• ISBN 13: 9781138688155
• Binding: Soft cover
• Condition: very good

About this title

Synopsis

Developing Research Writing is designed to encourage, inspire and improve the advisory practice of providing writing feedback. This book provides insights and advice that supervisors can use to advance their support of their research students’ writing and, at the same time, survive increasing supervisory demands.

Book parts are framed by empirical supervisor and doctoral student experiences and chapters within each part provide multiple approaches. The carefully chosen contributors are specialists on research writing and doctoral pedagogy, who guide the reader through the key stages of providing feedback. Split into nine key parts the book covers:

• starting a new supervision with writing in focus;
• making use of other resources along the way;
• encouraging style through control of language;
• writing feedback on English as an Additional Language (EAL) writing;

• Master’s and Honours smaller projects’ writing feedback;

• thesis by publication or performance-based writing;

• maintaining and gathering momentum;

• keeping the examiner happy;

• writing feedback as nudging through identity transition.

The parts cohere into a go-to handbook for developing the supervision process. Drawing on research, literature and experience, Developing Research Writing offers well-theorized, yet practical and grounded advice conducive to good practices.

About the Author

Susan Carter is Senior Lecturer in the Centre for Learning and Research in Higher Education (CLeaR), University of Auckland, New Zealand.

Deborah Laurs is Senior Learning Advisor in Student Learning Te Taiako, Victoria University of Wellington, New Zealand.