Learning through writing: Reconceptualising the research supervision process

Leon Wolff

Research output: Contribution to journalArticleResearchpeer-review

Abstract

This paper seeks to re-conceptualize the research supervision relationship. The literature has tended to view doctoral study in four ways: (i) as an exercise in self-management, (ii) as a research experience, (iii) as training for research or (iv) as an instance of student-centred learning. Although each of these approaches has their merits, they also suffer from conceptual weaknesses. This paper seeks to harness the merits — and minimize the disadvantages — by re-conceptualizing doctoral research as a ‘writing journey’. The paper utilizes the insights of new rhetoric in linguistic theory to defend a writing-centered conception of supervised research and offers some practical strategies on how it might be put into effect.
Original languageEnglish
Pages (from-to)229-237
Number of pages9
JournalInternational Journal of Teaching and Learning in Higher Education
Volume22
Issue number3
Publication statusPublished - 2010

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supervision
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rhetoric
linguistics
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student

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Learning through writing : Reconceptualising the research supervision process. / Wolff, Leon.

In: International Journal of Teaching and Learning in Higher Education, Vol. 22, No. 3, 2010, p. 229-237.

Research output: Contribution to journalArticleResearchpeer-review

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