Developing as a writer: PhD researchers’ evolving perspectives within a writing program

• Lynn McAlpine ^[1] ; Corinne Boz ^[2]
  1. [1] University of Oxford

     University of Oxford

     Oxford District, Reino Unido

     
  2. [2] University of Cambridge

     University of Cambridge

     Cambridge District, Reino Unido

     
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 61, Nº 5, 2024, págs. 988-1002
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Writing is central to PhD work, though often a source of challenge, given the dissertation is the basis for the award of the degree. Universities may offer writing workshops, but these frequently take a remedial, skills-based approach: writing as something to fix rather than a developmental life-learning process of gaining confidence and fluency as a writer. In this study, we report the design of an eight-month writing program premised on a developmental approach and the longitudinal assessment of participants’ journeys. Participants incorporated many elements of the developmental approach, including goal setting and review, metacognitive talk about their writing, valuing others’ perspectives, and viewing writing challenges as shared. Most, but not all, developed a broader understanding of learning to write as an exploratory learning process. Finally, the data collection and analysis structure proved productive, not just for the inquiry, but also formatively during the program – both for the participants and facilitators.