Helping Doctoral Students Write: Pedagogies for supervision
Helping Doctoral Students Write: Pedagogies for supervision
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帮助博士生写作：监督教学法
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
P. Thomson
中科院分区：
文献类型：
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作者：
B. Kamler;P. Thomson
帮助博士生写作提供了一种新的博士生写作方法。通过将研究视为写作，将写作视为研究，作者为博士生导师提供了教学策略，这些策略将有助于产生论证充分和生动的论文。显然，许多博士生发现研究写作复杂而困难，但他们收到的建议往往掩盖写作的复杂性和/或将问题定位在作者身上。卡姆勒和汤姆森拒绝了DIY网站和手册，这些网站和手册提倡以私有化的、基于技能的方法撰写研究，他们为学术工作提供了一个新的框架，这种框架位于个人机构和文化背景下。他们对形成学术身份的复杂性的讨论通过实际博士生的故事和著作进行了说明。书中提出的教学方法是基于写作作为一种社会实践的概念。这种方法允许导师将博士生作者视为新手，当他们进入学术社区的话语实践时，他们需要学习新的词汇方法。这包括学习具有特定惯例和文本特征的复杂写作实践。作者为导师提供了实用的建议，帮助他们完成常见的写作任务，如提案、期刊摘要、文献综述和构建论文论点。最后，他们提出了一个有说服力的论点，即大学必须从简单的审计监督转向支持学术研究社区的发展。任何热衷于帮助他们的学生作为学者发展的博士生导师都会发现这本书中提出的新想法令人着迷和有洞察力的阅读。
Helping Doctoral Students Write offers a new approach to 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 and/or locates the problem in the writer. Rejecting the DIY websites and manuals that promote a privatized, skills-based approach to writing research, Kamler and Thomson provide a new framework for scholarly work that is located in personal institutional and cultural contexts. Their discussion of the complexities of forming a scholarly identity is illustrated by stories and writings of actual doctoral students. The pedagogical approach developed in the book is based on the notion of writing as a social practice. This approach allows supervisors to think of doctoral writers as novices who need to learn new ways with words as they enter the discursive practices of scholarly communities. This involves learning sophisticated writing practices with specific sets of conventions and textual characteristics. The authors offer supervisors practical advice on helping with commonly encountered writing tasks such as the proposal, the journal abstract, the literature review and constructing the dissertation argument." "In conclusion, they present a persuasive argument that universities must move away from simply auditing supervision to supporting the development of scholarly research communities. Any doctoral supervisor keen to help their students develop as academics will find the new ideas presented in this book fascinating and insightful reading.