Download HELPING DOCTORAL STUDENTS WRITE:: PEDAGOGIES FOR SUPERVISION by Barbara Kamler PDF

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By Barbara Kamler

This crucial advisor deals a brand new method of doctoral writing, written in particular for doctoral supervisors. Rejecting the DIY web content and manuals that advertise a privatised skills-based method of writing study, Kamler and Thomson offer a brand new framework for scholarly paintings to assist doctorate scholars produce transparent and well-argued dissertations. Drawing on a variety of learn and hands-on event, the authors argue that making an unique contribution to scholarly wisdom calls for doctoral applicants to do either textual content and id paintings. Their dialogue of the complexities of forming a scholarly id is illustrated via the tales and writing of real doctoral scholars.

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Example text

As host to this party, she makes space for the guests to talk about their work, but in relation to her own work. Her own thesis is never disconnected from the conversation, for after all it lies on her table. It is part of the food the guests eat, chew and digest. And because it is her dinner party the doctoral researcher has a great deal of agency. The dinner party metaphor makes it clear that she cannot invite everyone because they will not all fit at her table. She is not just a bystander or ‘reviewer’ of the conversation, but a participant.

Layer 2 then, the context of situation and institutional context, are made more immediate through the supervisor’s mediating processes of interpretation and production. Power within fields and disciplines is translated through the supervisory relationship and requirements of the institution. In doctoral supervision, the mediation of institutional regimes by the supervisor now includes: a press for completion evidenced in ongoing production of timelines and targets; the necessity to create an audit trail through the production of multiple copies of records of supervision meetings; and ensuring the student meets various institutional requirements, such as the production of annual reports, texts for colloquium or proposal committees, participation in graduate seminars, and attendance at training courses.

But our argument throughout is that identity work is as central as the text work and should not be underestimated. This is not just an added extra, it is part of the work of writing the thesis. Persuading an octopus into a glass 39 Adopting a critical stance As we noted earlier, most advice books suggest that the LR needs to be critical. On the surface, the term critical positions the doctoral researcher more powerfully as judge and evaluator of the research that has preceded her. But we have found this is where many students come undone.

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