A criterion-based approach to oral feedback on thesis writing

References

1. Aitchison, C., Catterall, J., Ross, P., & Burgin, S.
   (2012) ‘Tough love and tears’: Learning doctoral writing in the sciences. Higher Education Research & Development, 31(4), 435–447. doi:  10.1080/07294360.2011.559195
   https://doi.org/10.1080/07294360.2011.559195 [Google Scholar]
2. Aitchison, C., & Lee, A.
   (2006) Research writing: Problems and pedagogies. Teaching in Higher Education, 11(3), 265–278. 10.1080/13562510600680574
   https://doi.org/10.1080/13562510600680574 [Google Scholar]
3. Berry, L., Collins, G., Copeman, P., Harper, R., Li, L., & Prentice, S.
   (2012) Individual consultations: Towards a 360-degree evaluation process. Journal of Academic Language & Learning, 61, A16–A35.
   [Google Scholar]
4. Bitchener, J., & Basturkmen, H.
   (2006) Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes, 51, 4–18. 10.1016/j.jeap.2005.10.002
   https://doi.org/10.1016/j.jeap.2005.10.002 [Google Scholar]
5. Bitchener, J., Basturkmen, H., & East, M.
   (2010) The focus of supervisor written feedback to thesis/dissertation students. International Journal of English Studies, 101, 79–97. 10.6018/ijes/2010/2/119201
   https://doi.org/10.6018/ijes/2010/2/119201 [Google Scholar]
6. Bitchener, J., Basturkmen, H., East, M., & Meyer, H.
   (2011) Best practice in supervisor feedback to thesis students. Wellington, New Zealand: The National Centre for Tertiary Teaching Excellence.
   [Google Scholar]
7. Bitchener, J., & Knoch, U.
   (2009) The value of a focused approach to written feedback. ELT Journal, 631, 204–211. 10.1093/elt/ccn043
   https://doi.org/10.1093/elt/ccn043 [Google Scholar]
8. Bonanno, H., & Jones, J.
   (2007) Measuring the academic skills of university students: The MASUS procedure, a diagnostic assessment. Retrieved fromsydney.edu.au/stuserv/documents/learning_centre/MASUS.pdf
   [Google Scholar]
9. Brown, D.
   (2016) The type and linguistic foci of oral feedback in the L2 classroom: A meta-analysis. Language Teaching Research, 201, 436–458. 10.1177/1362168814563200
   https://doi.org/10.1177/1362168814563200 [Google Scholar]
10. Cargill, M.
    (2000) Intercultural postgraduate supervision meetings: An exploratory discourse study. Prospect, 151, 28–38.
    [Google Scholar]
11. Carter, S., & Laurs, D.
    (Eds.) (2014) Developing generic support for doctoral students: Practice and pedagogy. London & New York: Routledge Taylor & Francis Group. 10.4324/9781315779119
    https://doi.org/10.4324/9781315779119 [Google Scholar]
12. Casanave, C. P., & Hubbard, P.
    (1992) The writing assignments and writing problems of doctoral students: Faculty perceptions, pedagogical issues, and needed research. English for Specific Purposes, 111, 33–49. 10.1016/0889‑4906(92)90005‑U
    https://doi.org/10.1016/0889-4906(92)90005-U [Google Scholar]
13. Chanock, K.
    (2007) Valuing individual consultations as input into other modes of teaching. Journal of Academic Language & Learning, 11, A1–A9.
    [Google Scholar]
14. Chanock, K., Horton, C., Reedman, M., & Stephenson, B.
    (2012) Collaborating to embed academic literacies and personal support in first year discipline subjects. Journal of University Teaching and Learning Practice, 9, 31–13.
    [Google Scholar]
15. Cooley, L., & Lewkowitz, J.
    (1997) Developing awareness of the rhetorical and linguistic conventions of writing a thesis in English: Addressing the needs of EFL/ESL postgraduate students. InA. Duszak (Ed.), Culture and styles of academic discourse (pp.113–129). Berlin, Germany: Mouton de Gruyter. 10.1515/9783110821048.113
    https://doi.org/10.1515/9783110821048.113 [Google Scholar]
16. Cotteral, S.
    (2011) Doctoral students writing: Where’s the pedagogy?Teaching in Higher Education, 16(4), 413–425. 10.1080/13562517.2011.560381
    https://doi.org/10.1080/13562517.2011.560381 [Google Scholar]
17. Danby, S., & Lee, A.
    (2012) Researching Doctoral pedagogy close up: Design and action in two Doctoral programmes. Australian Universities’ Review, 54(1), 19–28.
    [Google Scholar]
18. Dörnyei, Z.
    (2007) Research methods in Applied Linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.
    [Google Scholar]
19. Dyson, B.
    (2009) Understanding trajectories of academic literacy: How could this improve diagnostic assessment?Journal of Academic Language and Learning, 31, A52–A69.
    [Google Scholar]
20. Dyson, B.
    (2014) Are onshore pathway students prepared for effective university participation? A case study of an international postgraduate cohort. Journal of Academic Language and Learning, 81, A28–A42.
    [Google Scholar]
21. Dyson, B.
    (2016) EAP or genre-based? A comparison of two curricular approaches to the preparation of international students for university. University of Sydney Papers in TESOL, 111, 31–66.
    [Google Scholar]
22. Erling, E. J., & Richardson, J. T. E.
    (2010) Measuring the academic skills of university students: Evaluation of a diagnostic procedure. Assessing Writing, 151, 177–193. 10.1016/j.asw.2010.08.002
    https://doi.org/10.1016/j.asw.2010.08.002 [Google Scholar]
23. Halliday, M. A. K.
    (2004) An introduction to functional grammar (3rd ed.). London, England: Arnold.
    [Google Scholar]
24. Holder, G. M., Jones, J., Robinson, R. A., & Krass, I.
    (1999) Academic literacy skills and progression rates amongst pharmacy students. Higher Education Research and Development, 181, 19–30. 10.1080/0729436990180103
    https://doi.org/10.1080/0729436990180103 [Google Scholar]
25. Jones, J., Gollin, S., Drury, H., & Economou, D.
    (1989) Systemic-functional linguistics and its application to the TESOL curriculum. InR. Hasan & J. Martin (Eds.), Language development: Learning language, learning culture (pp. 257-328). Norwood, NJ: Ablex.
    [Google Scholar]
26. Kumar, V., & Stracke, E.
    (2007) An analysis of written feedback on a PhD thesis. Teaching in Higher Education, 12(4), 461–470. 10.1080/13562510701415433
    https://doi.org/10.1080/13562510701415433 [Google Scholar]
27. Lee, C.
    (2015) More than just language advising: Rapport in university English writing consultations and implications for tutor training. Language and Education, 29(5), 430–452. doi:  10.1080/09500782.2015.1038275
    https://doi.org/10.1080/09500782.2015.1038275 [Google Scholar]
28. Li, S., & Seale, C.
    (2007) Managing criticism in Ph.D. supervision: A qualitative case study. Studies in Higher Education, 32(4), 511–26. 10.1080/03075070701476225
    https://doi.org/10.1080/03075070701476225 [Google Scholar]
29. Paré, A.
    (2011) Speaking of writing: Supervisory feedback and the dissertation. InL. McAlpine, & C. Amundsen (Eds.), Doctoral education: Research-based strategies for doctoral students, supervisors and administrators (pp. 59-74). London, England: Springer. 10.1007/978‑94‑007‑0507‑4_4
    https://doi.org/10.1007/978-94-007-0507-4_4 [Google Scholar]
30. Roberts, M. L., & Reid, K.
    (2014) Using Bourdieu to think about the Tertiary Learning Advice Consultation. Journal of Academic Language & Learning, 81, A70–A82.
    [Google Scholar]
31. Scouller, K., Bonanno, H., Smith, L., & Krass, I.
    (2008) Student experience and tertiary expectations: Factors predicting academic literacy amongst first-year pharmacy students. Studies in Higher Education, 331, 167–178. 10.1080/03075070801916047
    https://doi.org/10.1080/03075070801916047 [Google Scholar]
32. Wilson, K., Li, L. Y., Collins, G., & Couchman, J.
    (2011) Co-constructing academic literacy: Examining teacher-student discourse in a one-to-one consultation. Journal of Academic Language and Learning, 5(1), 139–153.
    [Google Scholar]
33. Wisker, G., Robinson, G., Trafford, V., Creighton, E., & Warnes, M.
    (2003) Recognising and overcoming dissonance in postgraduate student research. Studies in Higher Education, 281, 91–105. 10.1080/03075070309304
    https://doi.org/10.1080/03075070309304 [Google Scholar]