Learning through writing: Reconceptualising the research supervision process


Autoria(s): Wolff, Leon
Data(s)

2010

Resumo

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.

Identificador

http://eprints.qut.edu.au/87801/

Publicador

International Society for Exploring Teaching and Learning

Relação

http://www.isetl.org/ijtlhe/pdf/IJTLHE621.pdf

Wolff, Leon (2010) Learning through writing: Reconceptualising the research supervision process. International Journal of Teaching and Learning in Higher Education, 22(3), pp. 229-237.

Fonte

Faculty of Law; School of Law

Palavras-Chave #180100 LAW #Research supervision #Higher education #Writing-centered research #HERN
Tipo

Journal Article