Understanding Supervisors' Commentary Practices in Doctoral Research Proposal Writing: A Hong Kong Study

Autor/inn/en	Yu, Shulin; Lee, Icy
Titel	Understanding Supervisors' Commentary Practices in Doctoral Research Proposal Writing: A Hong Kong Study
Quelle	In: Asia-Pacific Education Researcher, 22 (2013) 4, S.473-483 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-012-0046-9
Schlagwörter	Graduate Students; Interviews; Writing Processes; Academic Discourse; Doctoral Programs; Student Research; Supervisors; Feedback (Response); Qualitative Research; Second Language Learning; Native Language; Sociocultural Patterns; Research Proposals; Teacher Student Relationship; College Faculty; Teacher Attitudes; Student Attitudes; English (Second Language); Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Interviewing; Interviewtechnik; Discourse; Diskurs; Doktorandenprogramm; Studentenforschung; Qualitative Forschung; Zweitsprachenerwerb; Soziokulturelle Theorie; Forschungsgegenstand; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Lehrerverhalten; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hongkong
Abstract	While much feedback research in L1 and L2 writing has been conducted in pre-university and university contexts, little attention has been paid to supervisors' comments at the graduate level. Specifically, the nature and role of supervisors' commentary on the writing of graduate-level academic genre is under-explored. Designed to fill such an important void in the existing research literature, the present study, framed by the socio-cultural theory, aims to explore the nature and role of supervisors' written comments on doctoral research proposals. A primarily qualitative analysis of the drafts of three doctoral research proposals, the written comments in the drafts of these proposals, and interview data with three Phd applicants and two prospective PhD supervisors revealed that supervisors' comments on doctoral research proposals were primarily feedback-oriented rather than assessment-focused. Such a commentary practice played an important role in facilitating the initiation of the applicants into the academic community through scaffolding the academic writing process, building a quasi-supervisory relationship, as well as enhancing motivation and confidence. The paper concludes with the implications of the study, as well as suggestions for future research. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01