Supervision and Scholarly Writing: Writing to learn – Learning to write
Diezmann, Carmel M. (2005) Supervision and Scholarly Writing: Writing to learn – Learning to write. Reflective Practice, 6(4), pp. 443-457.
This paper describes an action research project on postgraduate students’ scholarly writing in which I employed reflective approaches to examine and enhance my postgraduate supervisory practice. My reflections on three distinct cycles of supervision illustrate a shift in thinking about scholarly writing and an evolving understanding of how to support postgraduate students’ writing. These understandings provide the foundation for a future-oriented fourth cycle of supervisory practice, which is characterised by three principles, namely the empowerment of students as writers, the technological context of contemporary writing, and ethical issues in writing.
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|Item Type:||Journal Article|
|Additional Information:||Author contact details: firstname.lastname@example.org|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2005 Taylor & Francis|
|Copyright Statement:||First published in Reflective Practice 6(4):pp. 443-457.|
|Deposited On:||22 Sep 2005|
|Last Modified:||27 Oct 2014 04:55|
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