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Journal articles on the topic 'Creative Writing PhD Thesis'
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Lyall, Mark. "Method emerging: a statement of poetics for a project-based PhD." Qualitative Research Journal 14, no. 2 (2014): 134–49. http://dx.doi.org/10.1108/qrj-05-2013-0035.
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Purpose – The purpose of this paper is to give an account of the methods used for the author's project-based doctoral thesis, Hatred and History. The methodology is offered not as an exemplar, but rather as a case study of an integrated approach where exegesis and creative work are conceived as intertwining explorations of the same research materials. Design/methodology/approach – Hatred and History creatively explores the idea that science and intuition frame our experience of the world in distinct ways, and is expressed across an audio production and a written exegesis. The dyad of scientific and intuitive knowledge is embedded deeply within the production, from the initial choice of subject through the structuring and writing of the script to the techniques employed to write the music. This paper traces the transformation of the dyad from academic construct to creative construct, and should therefore be considered a statement of poetics. Findings – The creative exploration of science and intuition encouraged me to consider the “double articulation” of theory and practice, where poetics ceases to be merely a theory of rhetorical design and is assimilated into a theory of self-knowledge. Originality/value – This paper is offered in the hope that it will be of value to commencing PhD candidates in the creative arts who must navigate the waters between exegesis and creative output for themselves.
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Larcombe, W., A. McCosker, and K. O'Loughlin. "Supporting Education PhD and DEd Students to Become Confident Academic Writers: an Evaluation of Thesis Writers’ Circles." Journal of University Teaching and Learning Practice 4, no. 1 (2007): 61–71. http://dx.doi.org/10.53761/1.4.1.6.
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This paper critically evaluates the pilot of a Thesis Writers’ Circles program offered to Education PhD and DEd students at the University of Melbourne in semester 2, 2005. The analysis focuses on the needs of those students that were felt to be well-met by this model of support. Broadly, the paper identifies two distinct but inter-related themes: firstly, the challenge of developing writing skills to a level sufficient to meet the demands of preparing a research thesis; secondly, the importance for research higher degree students of building confidence as apprentice academic writers. In relation to the latter theme, the paper identifies the benefits of community participation and peer-collaboration in working towards the aim of consolidating a thesis-writing identity. It is in this capacity, we argue, that thesis writers’ circles have distinct advantages compared with other forms of candidature support, making them a valuable supplement to both conventional supervision practices and generic English language and thesis writing programs. The paper affirms the importance not only of equipping international and non-English speaking background (NESB) students with writing tools and strategies, but also of creating opportunities for all postgraduate research students to receive (and offer) non-judgmental feedback on work-in-progress within a discipline-specific learning and discourse community.
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Goward, Penelope. "Stories from my PhD journey: rewriting my methodology chapter." International Journal for Researcher Development 6, no. 1 (2015): 93–104. http://dx.doi.org/10.1108/ijrd-06-2014-0013.
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Purpose – This paper aims to describe a case study of how an unexpected event created an opportunity to reconsider and rewrite the methodology chapter in the author’s PhD thesis. Design/methodology/approach – The approach that the author used that assisted her to change her methodology involved a combination of reflective and reflexive reading, thinking and writing. It was a slow and thorough process through which the author considered widely the choices that she was making. Through an iterative process of writing, reading and talking, and then re-writing, the author was able to establish a position or standpoint from which she felt confident about the underpinnings of her study. Findings – The author came to understand herself ontologically in a new way. The author could see how she had moved significantly from a positivist view of static bodies of knowledge creation to a paradigm involving a more dynamic knowledge creation. Correspondingly, the author was able to revise and focus her methodology, and in the course of the process, she learnt and grew as a person and as a researcher. The author understood her values, assumptions and beliefs about the world much more clearly. The author also became much more aware of her own PhD journey, how she was developing personally and how her identity was evolving. Originality/value – This paper will be useful for those who are embarking on their PhD journey and attempting to critique and/or rethink their methodological approach in the qualitative or interpretivist paradigm.
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Pechnikov, Andrey, and Grigoriy Yakuba. "The adjunct’s initial level of training and creativity property as factors of a Ph.D. thesis successful defence." Ergodesign 2021, no. 1 (2021): 64–69. http://dx.doi.org/10.30987/2658-4026-2021-1-64-69.
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The article presents the results of studying the influence of the adjuncts’ initial level of training and creative abili-ties on the timeliness of writing and the success of defending candidate theses. Forecasting this indicator of the suc-cessful completing training in postgraduate studies has been determined.
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Rocha, Ana Isabel Serra de Magalhães. "Cardography as a research method through writing and drawing in higher education workshops." Journal of Writing in Creative Practice 14, no. 2 (2021): 193–207. http://dx.doi.org/10.1386/jwcp_00022_1.
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This article is supported by the author’s experience through a methodology created during her Ph.D. thesis ‘The experience of book’s place at the university’, also during COVID-19 restrictions. The student transformed public presentations into collaborative research workshops, where new interrelations and concepts occurred rooted in arts-based research methodologies, exploring art and education, in its scope. Cardography is an invented designation based on a/r/tography, as a creative living research methodology that uses cards as a device for a visual inquiry, considering that each book’s page is a card to be written or drawn (digital or paper), documenting the dialogic process during each research workshop. The research result contemplates an artistic object, which is displayed afterwards in university and art exhibitions. The reader is invited to follow a fil rouge alignment, inspired by a book structure, reflecting upon concepts and research methods not yet implemented at the art education doctoral course.
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Henckel, Ole, and Susan Wright. "The Bologna Process: a voluntary method of coordination and marketisation?" Learning and Teaching 1, no. 2 (2008): 1–24. http://dx.doi.org/10.3167/latiss.2008.010202.
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Ole Henckel is writing his PhD thesis on the relationship between national and European higher education policy as well as the history of the Bologna process. The aim of this interview was to learn about the historical background to the Bologna process, which interests were involved and which were excluded, what their motivations were, why they thought it was a good idea, and what they were trying to achieve? As the interview progressed, it focused on three themes. First, at what points did it become clear to participants that they were engaged in a new European 'great game' of creating not just a standardised Higher Education Area, but a global market? Second, how does the Bologna process work as an exemplar of the European Union's new form of governance through freedom, often referred to as the operation of 'soft power' or the Open Method of Coordination? Third, what are the most recent developments, and what kind of future is emerging?
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Williams, Annabel, and Annabel Williams. "A Conversation with Martin Stannard and Barbara Cooke." Exchanges: The Interdisciplinary Research Journal 4, no. 1 (2016): 1–13. http://dx.doi.org/10.31273/eirj.v4i1.143.
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Martin Stannard is Professor of Modern English Literature at the University of Leicester. He read for his first degree in English at Warwick (1967-70), before taking an MA at Sussex University, and a DPhil at Oxford. Professor Stannard’s two-volume literary biography of Evelyn Waugh (1986, 1992), and his biography of Muriel Spark (2009) are essential reading for Waugh and Spark scholars, and are each studies in the value of historical contextualisation for appreciating the literary oeuvre of a writer. Stannard’s 1995 Norton Critical Edition of Ford Madox Ford’s modernist novel, The Good Soldier, similarly brings context to bear through his rigorous textual editing, annotation and critical apparatus. Stannard is currently the Principal Investigator for the Complete Works of Evelyn Waugh project, which is supported by a grant of £822,000 from the AHRC, and which will see Oxford University Press publish 43 scholarly edition volumes of Waugh – the first of which appears next year. This year marks the fiftieth anniversary of Waugh’s death.Dr Barbara Cooke also teaches at the School of English at the University of Leicester. She received a BA and MA from Warwick (dates), and a PhD in Creative and Critical writing from the University of East Anglia for her interdisciplinary thesis Oil Men: the Twinned Lives of Arnold Wilson and Morris Young. Dr. Cooke is Research Associate for the Complete Works of Evelyn Waugh, providing a vital link between the project's 23 editors, of which she is one, editing Waugh’s autobiography A Little Learning (1964).
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Jeffery, Ella, Alex Philp, and Emily O’Grady. "Blueprints: constructing the creative writing PhD." New Writing 17, no. 4 (2019): 391–401. http://dx.doi.org/10.1080/14790726.2019.1660373.
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Arnold, Josie. "The PhD In Writing Accompanied By An Exegesis." Journal of University Teaching and Learning Practice 2, no. 1 (2005): 39–53. http://dx.doi.org/10.53761/1.2.1.5.
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The position of this paper is to further the discussion on what constitutes academic assessment in the PhD by artefact and exegesis. In doing so, it explores some of the ideas that arose in setting up the PhD in creative writing at Swinburne University of Technology. Thus, I: • survey some of the questions that arise about the journeys made by the candidate, supervisor and examiner of the PhD in creative writing; • introduce discussion about what constitutes academic knowledge with particular reference to the PhD in writing at Swinburne University of Technology, Lilydale Campus; • bring to the fore multiple possibilities in understanding possible conceptualizations of legitimate scholarly, intellectual and cultural research; and • survey some ideas about research and/as creativity. In doing so, I provide the basis for discussion of the dynamic nature of research, and situate this discussion within the framework of assessment.
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Лучка, Л. "BOOK SHOWS AND THE READING UNIVERSE PROFESSOR VK YAKUNINA." Problems of Political History of Ukraine, no. 15 (February 5, 2020): 34–40. http://dx.doi.org/10.33287/11924.
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The research deals with creating a diverse reader image of an intellectual personality of a historian. V.K. Yakunin started his reading career as a student of Dnipropetrovsk State University in the 1960’s. During his studies he constantly visited the scientific library. It was at this time when he first became acquainted with rare and valuable editions on historical subjects. The reading experience of the historian is about 60 years. While writing his Candidate dissertation (1972) and PhD thesis (1990), he worked with a significant number of sources and literature, and he also used interlibrary loan services. He was a high-level bibliographer, he constantly searched and selected carefully new books of political and historical content. V.K.Yakunin began to collect his own library from the late 1960s. The analysis of his reader cards from the departments of scientific literature and fiction shows that scientist V.K. Yakunin paid primary attention to documents, book sources and periodicals. He perfectly knew the works of foreign historical science classics. He was interested in memoir literature. Psychological and art literature was not ignored by the scientist. The historian always turned to classical works and editions of contemporary Ukrainian writers. V. K. Yakunin’s private library totals about 2000 copies in Ukrainian, Russian and German. It has been stored in the Scientific Library since 2017. Each copy of the professor’s book collection received the stamp «Professor V.K. Yakunin’s Library». The chronological limits of the book collection cover the 20th – the beginning of the 21st century. Most publications are books of social and humanitarian directions. He was interested in the history of the 20th century: political history, public opinion, World War II, history of Nazism, the Ukrainian national movement. Memories held a special place in the book collection. Ways of acquisition to the Library: donations and purchasing. The historian was surrounded by books during his life. Thus, the value of the book collection of Professor V.K. Yakunin is in the presence of a large number of publications that give an idea of the state of book publishing in Ukraine and Russia and indicate the high intellectual level of its owner.
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Hodgson, David. "Helping doctoral students understand PhD thesis examination expectations: A framework and a tool for supervision." Active Learning in Higher Education 21, no. 1 (2017): 51–63. http://dx.doi.org/10.1177/1469787417742020.
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The examination of a PhD thesis marks an important stage in the PhD student journey. Here, the student’s research, thinking and writing are assessed by experts in their field. Yet, in the early stages of candidature, students often do not know what is expected of their thesis, nor what examiners will scrutinise and comment on. However, what examiners look for, expect and comment on has been the subject of recent research. This article synthesises the literature on examiner expectations into a framework and tool that can assist students to understand PhD thesis examination expectations. Suggestions of how this tool may be used as part of a broader supervision pedagogy are offered.
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Kroll, Jeri. "The creative writing doctoral thesis: insights from genetic criticism." New Writing 15, no. 2 (2017): 148–69. http://dx.doi.org/10.1080/14790726.2017.1339357.
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Bazrafkan, Leila, Nasrin Shokrpour, Alireza Yousefi, and Nikoo Yamani. "Management of Stress and Anxiety Among PhD Students During Thesis Writing." Health Care Manager 35, no. 3 (2016): 231–40. http://dx.doi.org/10.1097/hcm.0000000000000120.
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Carbonell-Olivares, María, Luz Gil-Salom, and Carmen Soler-Monreal. "The schematic structure of Spanish PhD thesis introductions." Spanish in Context 6, no. 2 (2009): 151–75. http://dx.doi.org/10.1075/sic.6.2.01car.
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Since the 1990s written academic genres have received considerable attention in discourse and rhetorical studies, especially texts written in English. Although few studies describe PhD theses as a genre, some work has been carried out on their macrostructure and the rhetorical moves of certain sections. In the Spanish literature, genre studies on academic writing are scarce relative to those in English, especially in the case of doctoral theses. We analyse the introductions of 21 doctoral theses in computing written in Spanish using Bunton’s model (2002) for thesis introductions in English. The results indicate that most of the steps in this model are applicable to our corpus, but several new steps and sub-steps have been distinguished to account for the observed moves of Spanish PhD thesis introductions. The complexity of the thesis introduction is related to the scope and depth of the research carried out for a doctoral thesis, the need to display extensive knowledge of the field and to justify the relevance of the research.
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Dmitryuk, Natalya V. "“And It’s All About Him...”." Journal of Psycholinguistic, no. 2 (June 30, 2021): 10–19. http://dx.doi.org/10.30982/2077-5911-2021-48-2-10-19.
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The proposed essay is a memoir about Yuri Alexandrovich Sorokin – the scientific supervisor of the author’s PhD thesis during her postgraduate studies, which is accompanied by a small selection of poems by Gleb Arsenyev (the creative pseudonym of Yu.A. Sorokin).
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Pala, Giaime. "The PhD student and the doctoral thesis: some thoughts on academic writing." Rubrica Contemporanea 1, no. 2 (2012): 11. http://dx.doi.org/10.5565/rev/rubrica.30.
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Faryadi, Qais. "PhD Thesis Writing Process: A Systematic Approach—How to Write Your Introduction." Creative Education 09, no. 15 (2018): 2534–45. http://dx.doi.org/10.4236/ce.2018.915192.
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Kwan, Becky S. C. "Reading in preparation for writing a PhD thesis: Case studies of experiences." Journal of English for Academic Purposes 8, no. 3 (2009): 180–91. http://dx.doi.org/10.1016/j.jeap.2009.02.001.
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Edawati Yaacob, Salmy. "IMPROVING STUDENTS UNDERSTANDING OF THE THESIS FLOW BY USING THESIS MAP TECHNIQUES." International Journal of Advanced Research 9, no. 07 (2021): 1003–7. http://dx.doi.org/10.21474/ijar01/13203.
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An understanding of the flow of thesis writing is very important to ensure good and quality research results. This situation always waves graduate students so that many lose during the presentation of the proposal (defense proposal) or during the oral examination (viva). The Thesis Map technique is an innovation in the teaching of research methods that uses the arrangement of thesis flow in a visual box. Thus, the objective of this study is to analyze the improvement of students understanding of the mastery of thesis writing flow (thesis flow) by using the Thesis Map technique. The action research design was used to look at changes in student achievement in mastering the flow of thesis writing. A total of 4 PhD students from the subject of Research Methods (PPPY6283) were involved in this study. Students are taught the Thesis Map technique for 1 semester from April to July 2021. Effectiveness analysis is evaluated using three instruments namely Test-Before Action and Test-After Action, observation and presentation of research proposals. Findings show that there is an increase in students understanding of the flow of thesis writing through the comparison of the results of the Pre-Action Test and Post-Action Test. Findings from the observation also found that students showed interest, enthusiasm and mastery of the subjects taught. The effectiveness of this technique is also evidenced by the acquisition of excellent proposal presenter marks between 36-39 out of a total of 40 marks. Therefore, the Thesis Map technique approach is an effective alternative medium for the subject of Research Methods. The implication is that UKM will be more distinguished with quality and impactful graduate research results.
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Islam, MT, and MA Baten. "Writing a Quality Thesis/Dissertation for MS or PhD Degree A Note for Researchers, MS and PhD Students." Journal of Environmental Science and Natural Resources 5, no. 1 (2012): 301–8. http://dx.doi.org/10.3329/jesnr.v5i1.11596.
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Thesis or dissertation is a research report concerns a problem or series of problems in the area of applied or basic research. Abstract should contain all elements of the thesis in an extreme shorter form. Need to try to accommodate the description of the works including introduction, design and methodology within 2-3 sentences. Key findings of the experiments should be written in very brief. After findings, key words are written. The key words have to be different from the words in the title and to be arranged alphabetically. Introduction covers (i) identification of scientific problem stated in brief, (ii) critical analysis of relevant background information of the study to justify the problem using past research reports, (iii) identification of scientific information gap based on background analysis, (iv) formulation of the hypothesis, i.e making researchers best guess at the answer to the problem, and (v) formulation of specific objective(s) of the work. Review of literature has two reasons. One is to explain the results, need to collect only the relevant information and the other is to find out the gap or unexplored area for the study, that the designed work is either original or some works done still gaps are remained and/or different workers on the line to find contrast results. In materials and methods, the materials including treatments used in the study are recorded. Listed parameters are also mentioned. New technique(s) should be described in detail, other wise mention name only if necessary giving a brief note. Mention the layout/design of the experiments and analysis procedure. In results and discussion, we describe results chronologically and conclude logically. Presentation of the same result both in table and graph is prohibited. Summary and conclusion include introduction (importance) about the works, methodology, design/layout, etc. in very brief. In conclusion key message should be provided. DOI: http://dx.doi.org/10.3329/jesnr.v5i1.11596 J. Environ. Sci. & Natural Resources, 5(1): 301-308, 2012
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Gough-Brady, Catherine. "The methodology behind digital papers." Alphaville: Journal of Film and Screen Media, no. 17 (July 1, 2019): 179–87. http://dx.doi.org/10.33178/alpha.17.12.
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In 2015 Ross Gibson wrote about the need in the academy for “linguistic explication” of the artwork and creative process, in particular to encourage debate on knowledge that arises from the work. I began my creative practice PhD after spending twenty years as a successful documentary practitioner. When it was time to start writing about my research and the new knowledge, instead of using text I turned to the audiovisual medium as my method of communication. I created “Filming” (2017), which combines the theory-rich mode of academic papers with the audio-visual form of my art, documentary. I called it a “digital paper”. The digital paper form has become an integral part of my PhD. This hybrid creative practice uses my artform medium as my method of communicating Gibson’s “linguistic explication”, rather than using text alone. This report will locate the digital paper within my PhD practice.
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Faryadi, Qais. "PhD Thesis Writing Process: A Systematic Approach—How to Write Your Literature Review." Creative Education 09, no. 16 (2018): 2912–19. http://dx.doi.org/10.4236/ce.2018.916219.
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Hanrahan, Mary, Tom Cooper, and Sue Burroughs-LANGE. "The place of personal writing in a PhD thesis: Epistemological and methodological considerations." International Journal of Qualitative Studies in Education 12, no. 4 (1999): 401–16. http://dx.doi.org/10.1080/095183999236051.
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Pieterse, Henning. "The PhD in Creative Writing and the Teaching thereof at South African Universities." Current Writing: Text and Reception in Southern Africa 27, no. 2 (2015): 181–89. http://dx.doi.org/10.1080/1013929x.2015.1088278.
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Alwasilah, A. Chaedar. "Membangun Kreativitas Menulis: Membenahi Pendidikan Bahasa di Perguruan Tinggi." Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 7, no. 2 (2017): 111. http://dx.doi.org/10.24036/komposisi.v2i2.6442.
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Abstract: Writing skills should be mastered by students in order to support them to finish their assignment, such as article review, book review, paper, and thesis, This article discus,se.r the case in the teaching of Indonesian and English as a general subject (MKU) in the university and some solutions to the problems.Key words: creative writing, Indonesian and English as a general subject, collaborative writing, writing education
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Wilkinson, Catherine, and Samantha Wilkinson. "Doing It Write: Representation and Responsibility in Writing Up Participatory Research Involving Young People." Social Inclusion 5, no. 3 (2017): 219–27. http://dx.doi.org/10.17645/si.v5i3.957.
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This article adopts a reflexive stance as the authors look back on their doctoral research projects; the first author exploring young people’s relationships with community radio, and the second author studying young people’s alcohol consumption practices and experiences, both in the North West of England, UK. The authors discuss the methods of data collection they employed, which enabled young people the opportunity to participate in meaningful ways. However, drawing on snapshots from their PhD theses, the authors question whether decisions made when writing up related to protecting anonymity, (re)presenting speech characteristics, and editing, independently of participants, potentially undid some of the hard work exerted in creating an equitable space for young people’s contributions, resultantly perpetuating the regulation of young people and keeping them ‘in their place’. The authors propose some recommendations for facilitating the inclusion of young people in the writing up of participatory research.
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Holliday, Lloyd. "Thesis and Research Writing In English By Indonesian Higher Degree Students Studying Overseas." TEFLIN Journal - A publication on the teaching and learning of English 12, no. 1 (2015): 132. http://dx.doi.org/10.15639/teflinjournal.v12i1/132-141.
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Indonesian Research Degree Students studying overseas in Australian Universities, ie. those undertaking a PhD, EdD, or Master Degree by Coursework and Minor Thesis, have exactly the same problems in thesis writing as local Australian students. They may have minor problems of language in writing in English as a result of transfer from Bahasa Indonesia. But the major problems of all first time research degree students is learning how to become researchers and how to present their research in a discourse format as a thesis or dissertation that has become the assepted norm internationally. This paper firstly examines some of the common surface written language problems of Indonesian Higher Degree Students. This data is drawn from an analysis of actual drafts of these written over the last ten years by a range of Indonesian students. Secondly, the paper discusses the nature of developing as a researcher and the associated problems of how this influences the presentation of research. And thirdly, the paper reflects on ways in which the process of learning to think and write as a researcher can be facilitated.
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Brasil, Luiz Antonio De Assis, Bernardo Bueno, Gabriela Silva, et al. "Percepções e perspectivas discentes nos cursos de pós-graduação em Escrita Criativa da PUCRS." Navegações 10, no. 2 (2018): 149. http://dx.doi.org/10.15448/1983-4276.2017.2.29789.
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Este artigo se propõe a analisar os dados parciais obtidos pelo grupo de pesquisa Escrita Criativa na Academia: a formação do escritor, que desenvolve, desde 2015, uma pesquisa cujo objetivo geral é analisar a estrutura curricular e as condições de ensino oferecidas pelos cursos de mestrado e doutorado voltados para a formação do escritor, do pesquisador e do docente na área de Escrita Criativa da PUCRS. Pretende-se aqui discutir quais são as percepções dos alunos e egressos do programa de pós-graduação em Escrita Criativa sobre os aspectos mais importantes de sua educação e seus objetivos profissionais na área.********************************************************************Student/alumni perceptions and perspectives in the postgraduate studies Creative Writing courses at PUCRSAbstract: This article aims to analyze the partial data obtained by the Creative Writing in Academia – the writer´s education research group at the Pontifical Catholic University of Rio Grande do Sul (PUCRS) in Brazil. This research, developed since 2015, has as main objective the analysis of Master and PhD-level Creative Writing courses at PUCRS, focusing on study conditions and student/alumni perceptions about their education, its most important aspects, as well as their professional aspirations in Creative Writing.Keywords: Creative writing; Higher education; Graduate studies; Brazil
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Faryadi, Qais. "PhD Thesis Writing Process: A Systematic Approach—How to Write Your Methodology, Results and Conclusion." Creative Education 10, no. 04 (2019): 766–83. http://dx.doi.org/10.4236/ce.2019.104057.
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Justina N., Edokpayi. "Lexico-semantic Features as Creative/Stylistic Strategies in Joseph Edoki’s The Upward Path." International Journal of World Policy and Development Studies, no. 62 (February 15, 2020): 19–27. http://dx.doi.org/10.32861/ijwpds.62.19.27.
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This study examines and explicates the lexico-semantic parameters, which Joseph Edoki deploys to convey his themes in The Upward Path, his second novel. Edoki is a contemporary Nigerian novelist who is preoccupied with the socio-political problems in Africa with the hope of a brighter future. The novel is the story of Mr. Gaga, a Rhwandan American PhD student, on a fact finding mission in Savannah, an African country, for his Thesis entitled ‘’ Why Africa is Underdeveloped’’. For failing to portray Africa in line with the negative views about the continent in his proposal, Gaga’s supervisor recalls him back to America in anger. But in defense of his conviction and research findings about Africa, Gaga remains in Savannah to complete his Thesis. This study is of significance because as a linguistic study, it will serve as a springboard to future researches in the language of African literature. Moreover, the good governance, which Edoki presents in Savannah, the fictional country, in which the novel under study is set, is a blue print for the development of Africa.
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Moore, Amber. "“Blackboxing it”: A Poetic Min/d/ing the Gap of an Imposter Experience in Academia." Art/Research International: A Transdisciplinary Journal 3, no. 1 (2018): 30–52. http://dx.doi.org/10.18432/ari29358.
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Entering academia is a journey often fraught with many intense emotions, including shame, self-doubt, and fear. As such, this exploratory paper aims to expose and “dwell poetically” (James, 2009) on such feelings of novice academics, particularly the “imposter syndrome” experience, through an act of creative vulnerability and meaning making. Employing critical poetic inquiry, this paper offers and examines found poetry mined from a first year language and literacy education PhD student’s early academic writing. This poetry writing was done while simultaneously “minding the gap” existing in the “black box” of the PhD experience (Stanley, 2015), and framed through the lenses of the “personal” as “political” (Hanisch, 2000) and shame resilience theory (Brown, 2006), resulting in a poetry “cluster” (Butler-Kisber & Stewart, 2009) that “speaks shame” (Brown, 2006), composed with the aim to invite comfort, connection, and community, particularly with emerging scholars.
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Li, Liang, Margaret Franken, and Shaoqun Wu. "Chinese Postgraduates’ Explanation of the Sources of Sentence Initial Bundles in their Thesis Writing." RELC Journal 50, no. 1 (2018): 37–52. http://dx.doi.org/10.1177/0033688217750641.
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Lexical bundles, recurrent multiword combinations in a register, are extremely common and important discourse building blocks in academic writing. An increasing number of studies have investigated lexical bundles in academic writing in recent years, but few studies have explored L2 learners’ interpretations of their own bundle production, particularly sentence initial bundle production. Investigating the sources that have appeared to influence learners’ choices and knowledge of bundles is important as it complements what we know about the structural and functional features of lexical bundles and provides useful first-hand information for second language writing pedagogy. The present study interviewed five Chinese postgraduate students to probe possible reasons for their use of the typical sentence initial bundles identified in the self-built Chinese Masters and PhD thesis corpora. The interviews revealed diverse explanations including interlingual transfer, classroom learning, noticing in reading, a lack of rhetorical confidence, and misunderstanding of rhetorical conventions. The results suggest the need for raising students’ awareness of the common sentence starters in postgraduate academic writing, increasing their confidence as student writers, familiarizing them with rhetorical conventions, and incorporating effective corpus-based tools into pedagogical practices.
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Lee, Sung-Ju Suya, Anne-Marie Lomdahl, Louise Sawtell, Stephen Sculley, and Stayci Taylor. "Screenwriting and the higher degree by research: writing a screenplay for a creative practice PhD." New Writing 13, no. 1 (2016): 85–97. http://dx.doi.org/10.1080/14790726.2015.1135964.
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Sibanda, Jabulani. "Citation Mania in Academic Theses Writing: A Case Study." Academic Journal of Interdisciplinary Studies 9, no. 4 (2020): 219. http://dx.doi.org/10.36941/ajis-2020-0077.
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 This study, premised on the assumption that students over-use citations in academic writing, investigated manifestations of over-citation in three PhD theses. A review of diverse pragmatic functions citations serve, helped in the identification of needless citations which lacked consonance with any of the functions. A content-context analysis of the pragmatic function of each citation in the three theses, revealed over-citation and superfluity in the theses. Manifestations of over-citation included: expressing general or common-sense information; using multiple citations to make a simple point; citing sources to express what the writer did; attributing own deductions and inferences to authors; not following-up on citations; repeating concepts and attendant citations in different parts of the thesis; making most thesis sections literature sections; citing individual words not ideas, unclear content of citation, independent citation of each source for the same idea, over-using a source within a paragraph or section, citing back to back, evincing citation density to the eye. On the basis of the varied manifestations of over-citation and the extent of its compromise on the quality of student presentations, the study recommends sustained efforts in developing sound academic writing skills even at postgraduate levels, and sensitisation of students to pragmatic purposes citations should serve.
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Panchenko, Liubov, and Nataliia Samovilova. "Secondary data analysis in educational research: opportunities for PhD students." SHS Web of Conferences 75 (2020): 04005. http://dx.doi.org/10.1051/shsconf/20207504005.
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The article discusses the problem of using secondary data analysis (SDA) in educational research. The definitions of the SDA are analyzed; the statistics of journals articles with secondary data analysis in the field of sociology, social work and education is discussed; the dynamics of articles with data in the Journal of Peace Research 1988 to 2018 is conducted; the papers of Ukrainian conference “Implementation of European Standards in Ukrainian Educational Research” (2019) are analyzed. The problems of PhD student training to use secondary data analysis in their dissertation are discussed: the sources of secondary data analysis in the education field for Ukrainian PhD students are proposed, and the model of training of Ukrainian PhD students in the field of secondary data analysis is offered. This model consists of three components: theory component includes the theoretic basic of secondary data analysis; practice component contains the examples and tasks of using SDA in educational research with statistics software and Internet tools; the third component is PhD student support in the process of their thesis writing.
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Rienecker, Lotte, and Peter Stray Jørgensen. "Hvordan kan kriterier for ph.d.-bedømmelser danne grundlag for ph.d.-uddannelse? Pædagogiske perspektiver af en analyse af 41 ph.d.-bedømmelser fra et humanistisk fakultet." Dansk Universitetspædagogisk Tidsskrift 8, no. 15 (2013): 17–35. http://dx.doi.org/10.7146/dut.v8i15.8810.
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Pointen i denne artikel er at indholdet i ph.d.-bedømmelser kan og bør have pædagogiske implikationer for ph.d.-skrivning og ph.d.-vejledning. For at skabe grundlag for sådanne implikationer har vi analyseret 41 ph.d. bedømmelser fra 2009 på Det Humanistiske Fakultet med henblik på at identificere styrker og svagheder i afhandlingerne. Analysen er baseret på international empirisk forskning i ph.d.-bedømmelser. Analysen viste tydelige mønstre i bedømmelserne: Mens afhandlingernes analysedel vurderes meget positivt, samler kritikken sig om de afsnit hvor afhandlinger skal trække de store linjer op: forskningsoversigt hvor eget bidrag skal positioneres i forhold til feltets litteratur, og diskussionen hvor analysens resultater skal sættes i sammenhæng med det øvrige felts teorier og metoder. Vi afslutter artiklen med forslag til ph.d.-studerende, vejledere/undervisere, bedømmere og ph.d.-administration og -forskerskole. In an alignment perspective, PhD thesis examination reports contain valuable information and implications for PhD thesis writing and supervision. The basis of this article is an analysis of a total of 41 PhD examination reports from one humanities department, identifying criteria for positive and negative evaluative comments. The method of analysis is adapted from methods of examination report analysis developed primarily by the Australian SORTI group of examination report researchers. Our analysis shows a pattern: While analysis and empirical work are positively evaluated with few critical comments from examiners, negative comments centre on the PhD candidates’ depiction of ”The big picture” of their research: literature review and critical appraisal and discussion where results are placed, positioned and contextualised within the field. We conclude with pedagogical recommendations for PhD-students, supervisors and –educators, examiners and graduate schools.
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Wilsher, Mark. "The phantom ‘practice-only thesis’." Journal of Writing in Creative Practice 13, no. 2 (2020): 219–27. http://dx.doi.org/10.1386/jwcp_00005_1.
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As universities become accustomed to the complexities of their art and design faculties, a body of literature has emerged that explores some of the possibilities of a doctorate in the creative arts. In the area of fine art in particular, although not exclusively, there has been a drive towards a purely practice-based thesis. This article argues that the notion of the practice-only thesis is not only an unrealistic illusion that puts pressure on students, but also does not reflect contemporary professional practices. For an art practice to communicate any sort of specific knowledge it must be embedded in a pre-existing and continuously evolving flux of discourse produced through written and spoken language. The American artist Trisha Donnelly’s 2014 Serpentine Gallery exhibition is taken as an example. Critical writing in the art press produces an accepted interpretation, and this is what the artist ‘Trisha Donnelly’ comes to stand for. So artwork that might appear to be producing its meaning autonomously should be seen as a collaborative practice involving the artist together with their professional interpreters. Research students are required to produce a self-contained project which would seem to preclude the incorporation of writing or academic interpretation by others. But it is fundamentally unfair to demand a thesis without any written component since it does not exist in an expanded notion of the contemporary art world.
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Pripachkin, Pavel V. "A hero of his time(in remembrance of Valentin Andreevich Pripachkin)." Transaction Kola Science Centre 11, no. 6-2020 (2020): 137–53. http://dx.doi.org/10.37614/2307-5252.2020.6.19.011.
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Valentin Andreevich Pripachkin came to work at the Geological Institute of the Kola Branch of the USSR Academy of Sciencesin the early 60s of the twentieth century. He made a successful career in science —he defended his PhD thesis, was the head of the laboratory, scientific secretary and deputy director of the Geological Institute, deputy head of the Department of Geology of the Apatity branch of the Murmansk State Technical University. However, the article is devoted to what Valentin Pripachkin and his peers were outside of their main work —on sports grounds, in amateur groups and informal creative unions.
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WARWICK, TOSH. "Research in urban history: recent Ph.D. theses on heritage and the city in Britain." Urban History 45, no. 3 (2018): 549–60. http://dx.doi.org/10.1017/s0963926818000263.
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Writing in Urban History in the spring of 1991, Peter Borsay considered how the gap between the ‘popular presentations of the urban past’ produced by the growing heritage industry and ‘the booming academic study of urban history’ might be bridged. Heritage, he argued, was ‘deeply bound up with the meanings and functions of towns’ and urban historians should play a crucial role within communities ‘engaged in a complex discourse with the past . . . that for many was fundamental to their livelihood and identity’. Borsay's concerns 27 years later continue to be mirrored in academic discussions surrounding heritage and materiality, echoing wider questions that surround the relevance of urban history beyond the academy. Recent conferences have also demonstrated the continued salience of Borsay's argument, considering the potential of the study of cities to shape approaches to their management through work with local communities, heritage partners, cultural institutions and professional groups. This emphasis on knowledge exchange and partnership has also attracted the support of funding bodies through collaborative doctoral awards that have sought to ‘increase opportunities for all researchers to develop their work in collaboration with public, private and third sector partners that increase the flow, value and impact of world-class arts and humanities research from academia to the UK's wider creative economy and beyond’. This has included the author's own work on the heritage of Middlesbrough's iron and steel industries, which has involved working collaboratively with local archives and heritage partners.
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Parfitt, Emma Louise, Emine Erdoğan, Heidi Fritz, et al. "A Group Interview about Publishing with Professor Jack Zipes." Exchanges: The Interdisciplinary Research Journal 4, no. 1 (2016): 29–44. http://dx.doi.org/10.31273/eirj.v4i1.145.
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The conversation piece is the product of a group interview with Professor Jack Zipes and provides useful insights about publishing for early career researchers across disciplines. Based on his wider experiences as academic and writer, Professor Zipes answered questions from PhD researchers about: writing books, monographs and edited collections; turning a PhD thesis into a monograph; choosing and approaching publishers; and the advantages of editing books and translations. It presents some general advice for writing and publishing aimed at postgraduate students. Professor Zipes is an Emeritus Professor at the University of Minnesota Twin Cities, United States, a world expert on fairy tales and storytelling highlighting the social and historical dimensions of them. Zipes has forty years of experience publishing academic and mass-market books, editing anthologies, and translating work from French, German and Italian. His best known books are Breaking the Magic Spell (1979), Fairy Tales and the Art of Subversion (1983), The Irresistible Fairy Tale: The Cultural and Social History of a Genre (2012), and The Original Folk and Fairy Tales of the Brothers Grimm (2014).
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Febriana, Novia Ella, Bambang Harmanto, and Ana Maghfiroh. "THE IMPLEMENTATION OF CREATIVE WRITING ON ELT (ENGLISH LANGUAGE TEACHING) TO INSPIRE SENIOR HIGH SCHOOL STUDENTS’ WRITING ACTIVITIES IN ELEVENTH GRADE OF MAN 2 PONOROGO IN ACADEMIC YEAR 2017/2018." EDUPEDIA 2, no. 2 (2018): 129. http://dx.doi.org/10.24269/ed.v2i2.145.
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This purpose of this thesis is describing the effect of the implementation of creative writing on ELT (English Language Teaching) to inspiring the students’ writing activities in Eleventh Grade of MAN 2 Ponorogo in Academic Year 2017/2018.The subject of this research is the student of Eleventh Grade of MAN 2 Ponorogo. This research provide classroom action research method which doing the observations about the students’ writing learning activities before and after the research and monitoring the development of the students’ tasks by guiding them in creative writing. The researcher also makes the interview with the students’ experienced when they’re conducting writing activities. The data comes from students’ interviews and observation conducts to students’ writing paper, which one that they are finding problems in finding ideas than the other students within their understanding to find the ideas. This study will show you how creative writing will improve the students’ ideas and also provide their abilities to stay in their way of writing; they can also find their style in writing. Creative writing also produce their energy in order to find new discovery in the topic they had been chosen. It also guide them to be discipline, confident, imaginative, be a planner, because they will make their deadline a project of writing, they also try to be a pioneer, not a plagiarism. The researcher suggestion about this research were the student should read intensively to increase their vocabularies, doing the example of the task for more understanding about the lesson, and the last the teacher should apply the various the teaching method to motivate the student in learning English.
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TEICHGRAEBER, RICHARD F. "BEYOND “ACADEMICIZATION”: THE POSTWAR AMERICAN UNIVERSITY AND INTELLECTUAL HISTORY." Modern Intellectual History 8, no. 1 (2011): 127–46. http://dx.doi.org/10.1017/s1479244311000072.
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The still astonishing expansion of the American university since World War II has transformed the nation's intellectual and cultural life in myriad ways. Most intellectual historians familiar with this period would agree, I suppose, that among the conspicuous changes is the sheer increase in the size and diversity of intellectual and cultural activity taking place on campuses across the country. After all, we know that colleges and universities that employ us also provide full- and part-time academic appointments to novelists, poets, playwrights, filmmakers, choreographers, composers, classical and jazz musicians, painters, photographers, and sculptors, even though most of them probably began their careers with little or no desire to join us in the halls of academe. This now widespread employment practice has decentralized the nation's literary and artistic talent. It also has made for a manifold increase in degree-granting programs in writing and the creative arts. One example will suffice here. When World War II ended, there were a small handful of university-based creative-writing programs. Over the course of the next thirty years, the number increased to fifty-two. By 1985, there were some 150 graduate degree programs offering an MA, MFA, or PhD. As of 2004, there were more than 350 creative-writing programs in the United States, all staffed by practicing writers and poets, many of whom now also hold advanced degrees in creative writing. (If one includes current undergraduate degree programs, the number grows to 720.)
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Baligidde, Samuel Herbert. "Postgraduate supervision and the early stages of the doctoral journey." Journal of Science and Sustainable Development 6, no. 2 (2019): 29–51. http://dx.doi.org/10.4314/jssd.v6i2.3.
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This article looks at two previous study reports on postgraduate supervision, views, and experiential as well as academic advice from other scholars. It presents the various perspectives on the central phenomenon relationship between the supervisor and the doctoral student at the initial stages of the PhD programme, arguments, suggestions and insights into the nature and substance of PhD supervision, early articulation of expectations and clarifying them; commitment to establishment of clear goals; and developing a study plan and time-table that are consistent with work. It also explores knowledge and a warm, supportive relationship; planning from the beginning, including research mapping and concept charting; proper time-management; and internalising the criteria for examination of a PhD thesis, capacity to relate the research topic to the discipline; encouraging the use of writing as a voyage of discovery. It argues that all these are vital to sustaining the momentum and completion of a PhD by research. It concludes that postgraduate supervision requires that supervisors and doctoral students by research clarify and discuss their expectations at the beginning and on a continuous and regular basis; that differences in perception or procedure can present the supervisor and the student with debilitating challenges that can impede progress and eventually fail to get the coveted PhD.
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Berglund, Anders. "Moving Beyond Traditions." International Journal of Quality Assurance in Engineering and Technology Education 2, no. 1 (2012): 31–45. http://dx.doi.org/10.4018/ijqaete.2012010103.
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Student learning is built on native ability, prior preparation and experiences but also by the compatibility of his or her learning style and the instructor’s teaching style. Past research (Kolb, 1984; Felder & Silverman, 1988; Baillie & Moore, 2004; Biggs & Tang, 2007; Crawley, Malmqvist, Ostlund, & Brodeur, 2007) indicate mismatches between engineering students’ common learning styles and traditional teaching styles. This paper addresses a transition from a teacher centered approach to a collaborative student centered approach. A longitudinal study of bachelor thesis redesign is described by following the progression in three parallel courses over four consecutive years. Moving beyond the traditional practices of individual thesis writing, a strict individual assignment has been transformed where roughly 50% now originates from collective work efforts. Findings show support to a collective approach when working with bachelor thesis writing as work groups become self-governed, attached with a creative disposition, pursuing functioning knowledge, key generic skills of industrial relevance, and collectively supporting deep level learning.
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Bell, Charlotte, and Katie Beswick. "Authenticity and Representation: Council Estate Plays at the Royal Court." New Theatre Quarterly 30, no. 2 (2014): 120–35. http://dx.doi.org/10.1017/s0266464x14000244.
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Council estates, otherwise known as British social housing estates, have been subject to media scrutiny since their inception, and widespread criticism of social housing remains a prominent feature of British Welfare State discourse. In recent media coverage, for example of the 2011 riots, these spaces remain central to discussions of class, economics, and crime in the UK. This article draws on postcolonial theory to explore contemporary representations of the council estate on the Royal Court stage – with a focus on narratives of ‘authenticity’. Here, two plays, Off the Endz (Agbaje, 2010) and The Westbridge (De-lahay, 2011), are studied to assess how narratives of authenticity work in theatrical representations both to reinforce and to resist popular impressions of council estate spaces. Charlotte Bell is a PhD candidate in the Drama Department at Queen Mary University, where she is currently writing her PhD thesis on the urban social housing estate and the contemporary cultural economy. Katie Beswick is a Research Associate in Applied Theatre at the University of Leeds, where she has recently completed her PhD on the representation of the council estate in theatrical performance practices.
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Rahmani Sangani, Hamid, Seyed Iman Bassir, and Latifah Jalali. "An Effective Supervisory Model to Help MA English Students in the Process of Writing Their Thesis." International Journal of Applied Linguistics and English Literature 6, no. 1 (2016): 11. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.1p.11.
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Conducting a research project and writing up a thesis could be as nearly demanding as it is essential for MA students to achieve their academic goals, particularly in developing world contexts such as Iran. One main reason for this, as experienced by some of the students, is the insufficient and inefficient guidance which the students receive from their supervisors. Meanwhile, the initial review of the available documents and syllabi in our context, Iran, demonstrated that there are no transparent comprehensive guidelines recommended for the supervisor-student relationships. In order to respond to these challenges, a multiple-case study, including four cases, was designed. Each of the four cases consisted of one MA TEFL student who was guided by a supervisory team including two of the three supervisors. The team members held their consulting sessions for each student individually. Each of the students’ activities and interactions were considered and reflected on regularly by the supervisory team in order to explore the challenges the students and their supervisors encountered and then to propose responses to them. The students were regularly interviewed about the efficiency of the whole process of the supervision, particularly the suggested responses and changes, to detect its successes and failures. An ongoing thematic analysis was used to analyse the collected data. The process helped the researchers, who were also the participants, to develop a supervisory model which hopefully facilitates the process of writing an MA thesis. The findings could be immensely helpful for the syllabus designers and supervisory teams as well as MA and PhD students.Keywords: Supervisor-Student Relationship, Supervisory Model, EL Students, MA Research, Thesis Writing
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Sienaert, M. "Travelling towards an Identity as skeppende beginsel in die nuwe Breytenbach-tekste." Literator 18, no. 2 (1997): 41–50. http://dx.doi.org/10.4102/lit.v18i2.540.
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Travelling towards an Identity as creative principle in new texts of Breyten BreytenbachIn three recent (unpublished) public lectures, Breyten Breytenbach uses travel as a metaphor to emphasise the importance of intellectual flexibility. By doing so he explicitly defines identity as well as the creative processes of writing and painting in terms of movement. In the context of his work, movement immediately evokes transformation, and this article explores the way in which Breytenbach's thesis - as expounded in these lectures - unfolds in two (as yet unpublished) poems which paradoxically deal with frozen, winter landscapes. The way in which different forms of movement operate as creative principles in these poems - and by extension in all his thinking - also clarifies what is meant by Breytenbach's metaphoric "Middle World" ("taalstaat"), which has repeatedly been misunderstood in the popular press.
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Strokova, T. А. "BUILDING RESEARCH COMPETENCE OF PHD STUDENTS: AN ANALYSIS OF EXPERIENCE OF A PHD SCHOOL." Education and science journal 20, no. 10 (2018): 9–30. http://dx.doi.org/10.17853/1994-5639-2018-10-9-30.
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Introduction.Postgraduate education of the Russian higher school is traditionally considered as a strategic reserve, which provides the continuity of academic and teaching personnel and the efficiency of education of future experts. However, the total number of this key resource of the higher education system, which guarantees its stable functioning and further forward development, has been reduced in recent years. Postgraduate admission has decreased, in particular, pedagogical training programmes. What is most important, the PhD student quality has substantially dropped.Theaimof the present publication was to identify the level of research skills of PhD students of pedagogical specialisation and present the most productive ways for the formation of skills to carry out research activities.Methodology and research methods.The study was based on the ideas of systemic-activity approach, competency-based approach and major provisions of the theory of action. Scientific publications on research projects of PhD students and the concept of “new” post graduate school in the Russian education were analysed. Online survey and questionnaire survey of PhD students, their supervisors and members of dissertation boards were conducted. The assessment of results of research conducted by PhD students, synthesis and description of productive teaching practices and positive pedagogical experience gained at Tyumen State University (TSU) were applied.Results and scientific novelty.Based on the classical interpretation of nature and contents of human activity, a definition of research activity is formulated. It constitutes as the grounds for development of the contents and procedure for the list of research tasks for PhD students to master in order to successfully complete their PhD studies (as yet, the similar register has been compiled and scientifically based only for a bachelor degree). Insufficient competence of many PhD students to organise and conduct an independent scientific and pedagogical search is proved. Unstable components of their research competence are revealed: inability to use the most important elements of the methodology corpus and problems in writing scientific texts. Practically verified methods and means to develop the research competence of PhD students, doctoral candidates, applicants on academic degrees and their research supervisors are described: methodological seminars of the education department, a group analysis of scientific texts for publication, group visits and discussion of open lectures and seminars for teachers of the education department and PhD students, role mini-plays, public preliminary dissertation defense, participation in the events held by the department, etc.Practical significance.Knowledge of the gaps in research competence of PhD students will allow their supervisors to selectively improve the students’ skills, which are necessary for writing and defending the dissertation. Creative application and systematically scientific-pedagogical work will help achieve a significant improvement in building PhD student competence for scientific and teaching activities.
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Janzen, Michelle. "Disney And The Magical World Of Writing; How Combining Creativity With Learning Disabilities Can Promote Academic Success." Contemporary Issues in Education Research (CIER) 12, no. 1 (2019): 19–26. http://dx.doi.org/10.19030/cier.v12i1.10259.
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Through a Disney perspective, this author discusses how students can use creative strategies to cope with learning disabilities in secondary, post-secondary and even graduate levels of academic achievement. In particular, the paper will be presenting how the author, who has an infinity for “everything Disney”, chose to use both Disney Characters and Disney Song titles from movies and television shows, as a creative strategy in the organization of her master’s research thesis. The research study entitled “Why is it so hard to go a good thing? The Paradox and Dilemma of Parental Advocacy within the Individual Education Planning Process” took a qualitative, phenomenological approach to investigate the experiences of parental advocacy and to seek out macro/micro factors that may have contributed to positive or negative outcomes within the IEP process. The author used Disney song titles as an adaptive tool not only to help in the organization of the findings of the research, but also to help illuminate the phenomenological existential themes that were revealed through the analysis. The paper hopes to demonstrate that through the use of creative strategies in otherwise conventional academic expectations, students experiencing disabilities may increase the potential of achieving academic success.
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Sala-Bubaré, Anna, Jouni A Peltonen, Kirsi Pyhältö, and Montserrat Castelló. "Doctoral Candidates’ Research Writing Perceptions: A Cross-National Study." International Journal of Doctoral Studies 13 (2018): 327–45. http://dx.doi.org/10.28945/4103.
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Aim/Purpose: This study aimed to explore individual variation in doctoral candidates’ perceptions about research writing and themselves as writers (research writing perceptions) across three countries (Spain, Finland, and the UK) and the relationship with doctoral candidates’ research conditions and social support. Background: The present study employed a person-centered approach to identify profiles among doctoral candidates’ in relation to their research writing perceptions and the association between these profiles and research conditions and experiences (e.g., thesis format, thesis language, enrollment modality, phase of the doctorate, number of publications, and drop-out intentions) and perceived social support from supervisors and research community. Methodology: 1,463 doctoral candidates responded to the Doctoral Experience survey. EFA and CFA were used to corroborate the factor structure of the research writing scale. Research writing profiles were identified by employing cluster analysis and compared regarding research conditions and experience and both types of social support. Contribution: This study contributes to the literature on doctoral development by providing evidence on the social nature of doctoral candidates’ writing development. It is argued that doctoral candidates’ perceptions of writing are related to transversal factors, such as doctoral candidates’ researcher identity and genre knowledge. It also shows that most candidates still lack opportunities to write and learn to write with and from other researchers. Findings: Three writing profiles were identified: Productive, Reduced productivity, and Struggler profiles. Participants in the Productive profile experienced more researcher community and supervisory support and had more publications, Struggler writers reported drop-out intentions more often than participants in the other profiles, and Reduced productivity writers were more likely to not know the format of the thesis. The three profiles presented similar distribution in relation to participants’ country, the language in which they were writing their dissertation, and whether they were participating in a research team. Recommendations for Practitioners: Supervisors and doctoral schools need to be aware of difficulties involved in writing at the PhD level for all doctoral candidates, not only for those writing in a second language, and support them in developing transformative research writing perceptions and establishing collaboration with other researchers. Research teams need to reflect on the writing support and opportunities they offer to doctoral candidates in promoting their writing development. Recommendation for Researchers: Further studies should take into account that the development of research writing perceptions is a complex process that might be affected by many and diverse factors and vary along the doctoral trajectory]. Future Research: Future research could explore the influence of factors such as engagement or research interest on doctoral candidates’ research writing perceptions. The field could also benefit from longitudinal studies exploring changes in doctoral candidates’ research writing perceptions.