Developing Research Writing

Acknowledgements *

Who we are: contributorsâ biographical details *

Editors *

Chapter authors *

Introduction: opening the books on research writing feedback *

Part I: Starting a new supervision with writing in focus *

The relationship between reading, thinking and writing the literature review component of a doctoral confirmation proposal *

Settling students into a community of practice *

Framing feedback expectations: A âpedagogy of explicitnessâ *

Setting up frameworks *

Part II: Making use of other resources along the way *

The role of tertiary learning advisors in successful doctoral completion *

Making the implicit explicit: generic writing workshops *

Peer-writing groups *

Online thesis-writing resources *

Part III: Encouraging style through control of language *

Giving feedback on grammar and style *

Giving early feedback to doctoral writers *

How to improve your adviseesâ writing permanentlyâ"in 30 minutes *

Part IV: Writing feedback on English as an Additional Language (EAL) writing *

Written feedback typically provided on L2 studentsâ chapter drafts *

Five approaches to supporting students writing in English as an additional language *

Feeding back on research writing: New Zealand supervisorsâ priorities with an L2 focus *

Part V: Masterâs and Honours smaller projectsâ writing feedback *

Supervising masterâs/honours: A project management approach to researcher development *

Directive feedback in honoursâ or masterâs degree research *

Effective supervision of masterâs researchers in professional contexts *

Part VI: Thesis by publication or performance-based writing *

Feedback from journal reviewers: writing a thesis by publication *

Supervising a thesis that includes publications *

Finding my voice(s) in the creative arts thesis *

Part VII: Maintaining and gathering momentum *

Writing Methodically: Teaching Students by Our Words and Deeds *

Writing prolifically *

Strategies for helping students through writerâs block *

Part VIII: Keeping the examiner happy *

Helping students demonstrate mastery of doctoral threshold concepts *

Building bulwarks: Defence in thesis writing *

What examiners value in a PhD *

Keeping the examiner happy â" things to do: *

Part IX: Writing feedback as nudging through identity transition *

Writing an identity into being *

Negotiating agency through authorial voice in thesis writing *

Cultural identity/researcher identity: managing multiple positionings *

The SISA matrix for feedback fostering doctoral studentsâ creativity *

Managing those haunting voices: A student and supervisor in dialogue *

Thinking rhetorically: A pragmatic approach to texts

Conclusion *

Bibliography *

Index *