Helping Doctoral Students Write Pedagogies for supervision Barbara Kamler and Pat Thomson. First published by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Simultaneously published in the USA and Canada by Routledge Madison Ave, New York, NY Helping Doctoral Students Write offers a proven approach to effective doctoral writing. By treating research as writing and writing as research, the authors offer pedagogical strategies for doctoral supervisors that will assist the production of well-argued and lively dissertations · Helping Doctoral Students Write offers a proven approach to effective doctoral writing. By treating research as writing and writing as research, the authors offer pedagogical strategies for doctoral supervisors that will assist the production of well-argued and lively dissertations/5(8)
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This essential guide offers a new approach to doctoral writing, written specifically for doctoral supervisors. Rejecting the DIY websites and manuals that promote a privatised skills-based approach to writing research, Kamler and Thomson offer a new framework for scholarly work to help doctorate students produce clear and well-argued dissertations. Drawing on a wide range. Drawing on a wide range of research and hands-on experience, the authors argue that making an original contribution to scholarly knowledge requires doctoral candidates to do both text and identity work.
Their discussion of the complexities of forming a scholarly identity is illustrated by the stories and writing of real doctoral students. Goodreads helps you keep track of books you want to read.
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Details if other :. Thanks for telling us about the problem. Return to Book Page. Preview — Helping doctoral students write by Barbara Kamler. Helping doctoral students write by Barbara Kamler. Pat Thomson. Drawing on a wide range This essential guide offers a new approach to doctoral writing, helping doctoral students write, written specifically for doctoral supervisors.
Get A Copy. Kindle Editionpages. Published first published June 30th Helping doctoral students write Details Other Editions All Editions Add a New Edition Combine. Friend Reviews. To see what your friends thought of this book, please sign up. To ask other readers questions about Helping doctoral students writeplease sign up. Be the first to ask a question about Helping doctoral students write.
Lists with This Book. This book is not yet featured on Listopia. Add this book to your favorite list ». Community Reviews. Showing Average rating 4. Rating details. More filters. Sort order. Start your review of Helping doctoral students write. Jan 30, Trevor rated it it was amazing Shelves: educationlanguagereferencesocial-theorywriting. So, why is this one different? This idea of writing up, which is basically saying that writing is the boring bit you do after you have done all the interesting research and all of the analysis.
You know, you work out what you are going to say and then the writing up bit is just you saying it. And so the advice becomes something like, learn to not procrastinate! Learn these five lessons in making yourself a better writer! The authors propose that the way to fix this is to fundamentally change how you think about writing. As such you have to start writing early in your candidature, helping doctoral students write, because you have to start thinking early in your candidature.
But how should you write? One of the things you need to learn is the genre of thesis writing. The two authors here come out of functional linguistics and critical discourse analysis. They have rules and you have to understand those rules before you start messing about with them.
A doctorate is meant to contribute something new to a particular field of research. So, the doctorate needs to do a couple of things first. The very first thing it needs to do is state what is the thesis it is going to be arguing. Then it needs to position itself within the field of research.
Not just that the person writing the thesis knows the main texts that have contributed to the field, but also how the controversies in the field have played out and what have been the main moves in how this has been played. A literature review is a quite bad name for what is really called for. Rather, it is about showing an experienced reader that you know the field and, much more importantly, you understand the gap in the knowledge that your thesis is about to plug.
When you write a literature review you are talking about the work of the smartest people in your field. This often helping doctoral students write to a lit review that reads a bit like this: "Foucault helping doctoral students write but Sontag feels … besides Barthes is particularly keen on the idea … which leaves Bourdieu rather at odds with what might otherwise be a consensus…" That is, lots of name dropping, lots of summaries of their key ideas, but how this relates to what you are going to be doing in your thesis isn't all that clear, and this can quickly get out of hand and not really amount to more than helping doctoral students write series of thumbnail sketches with no overall purpose.
And this is, as the authors point out, a problem of attitude. Having established that the reason why you are writing this thing is to make clear why what you are contributing is a contribution to the helping doctoral students write, you have to take what the authors refer to here as a hand-on-hips stance. They say it is best to think that you are to be the host of a particularly good dinner party.
Helping doctoral students write and exhilarating in equal measure, I guess. Hence the hands-on-hips stance, helping doctoral students write. You have to look in control, but not up-yourself. This book gives really wonderful advice on how to structure and think about how you should go about writing your thesis — helping doctoral students write the best part of this book is Chapter 7 — The Grammar of Authority.
Honestly, even if you never plan to write a doctoral thesis, it is worth getting this book for this chapter alone, helping doctoral students write. The topics covered here are quite different. There is a wonderful discussion on nominalisation. There is also a fascinating discussion on passive sentences and the problems of agentless sentences, helping doctoral students write, particularly in relation to academic writing.
And then a lovely discussion on Theme and Rheme and how to mix up your themes to add interest to your writing and also to analyse themes so you can diagnose your own writing. So, what did all that mean? Well, nominalisation is something academic writing specialises in. Essentially, there is a difference between writing and speech.
In speech we are very verbal. When we speak we are generally talking about actions that have happened and so we use lots of verbs and therefore lots of clauses.
But when we write we change a lot of those verbs into nouns and noun forms - hence, nominalisation - nome being Italian for 'name'. By changing verbs to noun forms you can generally reduce the number of both words and clauses you are using. So, this makes nominalisation good. This also makes your writing increasingly dense to read, helping doctoral students write.
And so the normal advice books like this give is that you should limit the nominalisation you use in your writing. Good advice, in itself, but the problem is that if you have too little nominalisation your writing reads like it has been written by a child.
Again, the real worthwhile advice is to learn the effect nominalisation has, helping doctoral students write, both positive and negative, and go find Goldilocks. A lot of academic writing uses either passive constructions or agentless constructions. Right — passive voice is when the subject of the sentence has the action of the verb done to them. So, an active voice sentence goes, helping doctoral students write, The dog bit the man.
A passive voiced sentence goes, The man was bitten by the dog. An agentless sentence goes, the man got bitten. The more you move away from active sentences the easier it is to hide who is doing what to whom.
Want to see the consequences of this? Who is it that caused the indignity and degradation? These are agentless sentences. Recognition that it was we who did the dispossessing.
We took the traditional lands and smashed the traditional way of life. We brought the diseases. The alcohol. We committed the murders.
Research Review for Doctoral Students. Helping Doctoral students to improve their research material
, time: 1:29:31Helping doctoral students write by Barbara Kamler
Helping Doctoral Students Write – pedagogies for supervision. Enhancing the Learner Experience in Higher Education Volume 4, Number 1 Book review: Helping Doctoral Students Write: Pedagogies for Supervision (Kamler & Thompson, ) Nick Sutcliffe, Leeds Metropolitan University This text is an in important addition to the literature on research students’ academic writing · Helping Doctoral Students Write offers a proven approach to effective doctoral writing. By treating research as writing and writing as research, the authors offer pedagogical strategies for doctoral supervisors that will assist the production of well-argued and lively dissertations. It is clear that many doctoral candidates find research writing complicated and difficult, but the advice they receive often glosses over the complexities of writing 'In Helping doctoral students write, Barbara Kamler and Pat Thomson have produced a powerful and useful book that achieves a delicate balance between providing rigorous and challenging theoretical insights into the complexities of doctoral writing and simultaneously outlining many practical writing strategies supervisors can implement with their doctoral students.'Cited by:
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