1st Edition

Developing Research Writing A Handbook for Supervisors and Advisors

Edited By Susan Carter, Deborah Laurs Copyright 2018
    278 Pages
    by Routledge

    278 Pages
    by Routledge

    Developing Research Writing is designed to encourage, inspire and improve the advisory practice of providing writing feedback. This book provides insights and advice that supervisors can use to advance their support of their research students’ writing and, at the same time, survive increasing supervisory demands.

    Book parts are framed by empirical supervisor and doctoral student experiences and chapters within each part provide multiple approaches. The carefully chosen contributors are specialists on research writing and doctoral pedagogy, who guide the reader through the key stages of providing feedback. Split into nine key parts the book covers:

    • starting a new supervision with writing in focus;
    • making use of other resources along the way;
    • encouraging style through control of language;
    • writing feedback on English as an Additional Language (EAL) writing;
    • Master’s and Honours smaller projects’ writing feedback;

    • thesis by publication or performance-based writing;

    • maintaining and gathering momentum;

    • keeping the examiner happy;

    • writing feedback as nudging through identity transition.

    The parts cohere into a go-to handbook for developing the supervision process. Drawing on research, literature and experience, Developing Research Writing offers well-theorized, yet practical and grounded advice conducive to good practices.

    Table of Contents

    Introduction - Susan Carter and Deborah Laurs

    Part I: Starting a new supervision with writing in focus - John Bitchener, Vijay Kumar Mallan, Barbara M. Grant & Anne Lee

    Part II: It is not just you: Making use of other resources – Deborah Laurs, Inger Mewburn, Pat Thomson, Claire Aitchison, Cally Guerin, Susan Carter Brian Paltridge & Marcia Johnson

    Part III: Masters and honours smaller project’s writing feedback – authors tbc.

    Part IV: Writing feedback as nudging through identity transition - Claire Aitchison, Eva Brodin, Liezel Frick & Anthony Paré

    Part V: Keeping the examiner happy: generic-criteria, macro-level writing feedback - Sue Starfield & Gina Wisker

    Part VI: Style through control of language - Helen Sword, George D. Gopen & Judith Swan

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

    Vijay Kumar Mallan, John Bitchener, Martin East, Fiona Hyland & Anne Lee

    Part VIII: Maintaining and gathering momentum - Rowena Murray & Paul Sylvia

    Part VIIII: Writing for thesis by publication; performance and applied research writing - Cally Guerin & Barbara Bolt

    Conclusion - Susan Carter & Deborah Laurs


    Susan Carter is Senior Lecturer in the Centre for Learning and Research in Higher Education (CLeaR), University of Auckland, New Zealand.

    Deborah Laurs is Senior Learning Advisor in Student Learning Te Taiako, Victoria University of Wellington, New Zealand.

    Robyn Barnacle, School of Graduate Research, RMIT University

    Overall I believe this book proposal has merit. The editors – particularly Susan Carter – and many of the contributors are well known within certain circles within Australian and New Zealand and – to a lesser extent – UK. However, the inclusion of Anthony Pare may lead to interest in Canada and Pat Thomson may lead to greater interest in the UK.

    Terry D Evans Emeritus Professor at Deakin University

    The editors are very experienced at this sort of editorial work on doctoral processes and have earned international reputations for their efforts. A major strength is that the topic is enduring and important. Given the ways that supervisory preparation and development is undertaken in universities, it is debatable whether a specific book would be in broad demand; it is more likely that specific chapters would be copied and used for supervisor workshops, courses etc.