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.

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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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ID Code: 2109
Item Type: Journal Article
Refereed: Yes
Additional Information: Author contact details:
Keywords: HERN
DOI: 10.1080/14623940500300491
ISSN: 1470-1103
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 00:00
Last Modified: 27 Oct 2014 04:55

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