Although writing in primary, secondary, and undergraduate education has been widely studied, the writing of doctoral students has remained largely under-examined. Increasingly, though, as knowledge moves centre stage in all sectors of society, doctoral education has been declared a vital infrastructure issue by governments around the world. At the same time, trends toward growing competitiveness in higher education have added more pressure on doctoral students and their supervisors for timely degree completion and a strong early publication record. These trends raise new questions about writing development in doctoral education. For example, what writing demands and pressures do doctoral students and supervisors identify? How do they solve the writing problems they experience? What effect does the supervisory relationship have on success? Are supervisors and students given the institutional support they need? What actually transpires during supervisory sessions dedicated to doctoral writing? Drawing on survey data, interviews, focus group discussions, and transcripts of supervisory meetings, this presentation considers the challenges supervisors and students face during the dissertation writing process, and examines as well as some of the successful strategies they develop.
About Anthony Paré
Anthony Paré is a professor in the Department of Integrated Studies in Education, McGill University. He was a founding member of the University Writing Centre and its long-time director. He has taught and studied writing for 30 years. His research examines academic and workplace writing, situated learning, school-to-work transitions, the development of professional literacies, and doctoral writing. He teaches courses in literacy, discourse theory, response to literature, and writing (practice and theory). His publications include books, chapters, and articles on topics related to the study and practice of academic and professional communication.
Aek Phakiti (email@example.com).