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Autor/inAitchison, Claire
TitelWriting Groups for Doctoral Education
QuelleIn: Studies in Higher Education, 34 (2009) 8, S.905-916 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0307-5079
SchlagwörterWriting (Composition); Writing Research; Doctoral Programs; Research Papers (Students); Writing Strategies; Process Approach (Writing); Educational Practices; Foreign Countries; Teaching Methods; Mail Surveys; Focus Groups; Participant Satisfaction; Australia
AbstractThere is a burgeoning interest in how best to support and facilitate the development of writing and writing output of research students. One pedagogy is the use of writing groups for and beyond the period of the doctorate; however, there is relatively little empirical research that helps explain "how" the pedagogies of research writing groups actually work. This article draws on academic literacy, and writing research and practices to explore what is learned, and how learning occurs through participation in research writing groups. This pedagogical analysis is developed by reference to a retrospective evaluative study of research writing groups in one large metropolitan university. Through self-reporting by members, and as demonstrated in practice, scholarly writing was learned in complex and timely ways; one particular feature was through the construction, articulation and critique of peers' texts. (Contains 1 table.) (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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