Learning through writing: Reconceptualising the research supervision process
Wolff, Leon (2010) Learning through writing: Reconceptualising the research supervision process. International Journal of Teaching and Learning in Higher Education, 22(3), pp. 229-237.
This paper seeks to re-conceptualize the research supervision relationship. The literature has tended to view doctoral study in four ways:
(i) as an exercise in self-management;
(ii) as a research experience;
(iii) as training for research, or;
(iv) as an instance of student-centred learning.
Although each of these approaches has their merits, they also suffer from conceptual weaknesses. This paper seeks to harness the merits — and minimize the disadvantages — by re-conceptualizing doctoral research as a ‘writing journey’. The paper utilizes the insights of new rhetoric in linguistic theory to defend a writing-centered conception of supervised research and offers some practical strategies on how it might be put into effect.
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|Item Type:||Journal Article|
|Keywords:||Research supervision, Higher education, Writing-centered research, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > LAW AND LEGAL STUDIES (180000) > LAW (180100)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Law
Current > Schools > School of Law
|Deposited On:||28 Sep 2015 00:15|
|Last Modified:||30 Sep 2015 04:47|
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