1887
Postgraduate Writing in a Globalised World
  • ISSN 0155-0640
  • E-ISSN: 1833-7139
USD
Buy:$35.00 + Taxes

Abstract

The focus of this article is on the written feedback that supervisors say they often give their second language (L2) doctoral students. Little is known about the focus of this feedback and about what supervisors consider as priorities in the early draft writing of dissertation chapters. Given the potentially different priorities and foci of supervisors in different disciplines and different contexts (Bitchener, Basturkmen, & East, 2010), this article reports the findings of an investigation into the content focus of the written feedback that 30 Applied Linguistics supervisors in New Zealand and Australian universities said they provide on early drafts of dissertation chapters. All supervisors completed a questionnaire and 26 were interviewed. Two broad areas of concern are identified: subject knowledge, coverage and argument; and aspects of the writing that need to be edited in some way. The article closes with recommendations for further research and suggestions for pedagogical application.

Loading

Article metrics loading...

/content/journals/10.1075/aral.39.2.01bit
2017-01-31
2019-10-23
Loading full text...

Full text loading...

References

  1. Allison, D. , Cooley, L. , Lewkowicz, J. , & Nunan, D
    (1998) Dissertation writing in action: The development of a dissertation writing support program for ESL graduate research students. English for Specific Purposes, 17, 199–217. doi: 10.1016/S0889‑4906(97)00011‑2
    https://doi.org/10.1016/S0889-4906(97)00011-2 [Google Scholar]
  2. Babbie, E
    (2007) The practice of social research (11th ed.). Belmont, CA: Wadsworth/Thomson.
    [Google Scholar]
  3. Basturkmen, H. , Bitchener, J. , & East, M
    (2012) Supervisors’ on-script feedback comments on drafts of dissertations: Socialising students into the Academic Discourse Community. Teaching in Higher Education, 19(4), 432–445. doi: 10.1080/13562517.2012.752728
    https://doi.org/10.1080/13562517.2012.752728 [Google Scholar]
  4. Benesch, S
    (2000) Critical English for academic purposes: Theory, politics and practice. Mahwah: Lawrence Erlbaum.
    [Google Scholar]
  5. Bitchener, J
    (2010) Writing an Applied Linguistics thesis or dissertation: A guide to presenting empirical research. Houndsmill, UK: Palgrave Macmillan. doi: 10.1007/978‑1‑137‑04337‑5
    https://doi.org/10.1007/978-1-137-04337-5 [Google Scholar]
  6. . (in press). Creating an effective argument in different academic genres. In J. Bitchener , N. Storch , & R. Wette (Eds.) Teaching writing for academic purposes to multilingual students: Instructional approaches. New York, USA: Routledge.
    [Google Scholar]
  7. Bitchener, J. , & Basturkmen, H
    (2006) Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes, 5, 4–18. doi: 10.1016/j.jeap.2005.10.002
    https://doi.org/10.1016/j.jeap.2005.10.002 [Google Scholar]
  8. Bitchener, J. , Basturkmen, H. , & East, M
    (2010) The focus of supervisor feedback to thesis/dissertation students. International Journal of English Studies, 11, 79–97.
    [Google Scholar]
  9. Bitchener, J. , Basturkmen, H. , East, M. , & Meyer, H
    (2011) Best practice in supervisor feedback to thesis students. (Research Report). Retrieved fromakoaotearoa.ac.nz/best-practice-supervisor-feedback.
    [Google Scholar]
  10. Cadman, K
    (1997) Thesis writing for international students: A question of identity. English for Specific Purposes, 16, 3–14. doi: 10.1016/S0889‑4906(96)00029‑4
    https://doi.org/10.1016/S0889-4906(96)00029-4 [Google Scholar]
  11. Casanave, C. , & Hubbard, P
    (1992) The writing assignments and writing problems of doctoral students: Faculty perceptions, pedagogical issues, and needed research. English for Specific Purposes, 11, 33–49. doi: 10.1016/0889‑4906(92)90005‑U
    https://doi.org/10.1016/0889-4906(92)90005-U [Google Scholar]
  12. Casanave, C. , & Li, X
    (Eds.) (2008) Learning the literacy practices of graduate school: Insiders’ reflections on academic enculturation. Ann Arbor, MI: The University of Michigan Press. doi: 10.3998/mpub.231189
    https://doi.org/10.3998/mpub.231189 [Google Scholar]
  13. Cooley, L. , & Lewkowicz, J
    (1995) The writing needs of graduate students at the University of Hong Kong: A project report. Hong Kong Papers in Linguistics and Language Teaching, 18, 121–123.
    [Google Scholar]
  14. (1997) Developing awareness of the rhetorical and linguistic conventions of writing a thesis in English: Addressing the needs of ESL/EFL postgraduate students. In A. Duszak (Ed.), Culture and styles of academic discourse (pp.113–140). Berlin: Mouton de Gruyter. doi: 10.1515/9783110821048.113
    https://doi.org/10.1515/9783110821048.113 [Google Scholar]
  15. Cresswell, J
    (2009) Research design: Qualitative, quantitative, and mixed methods approaches. London: Sage.
    [Google Scholar]
  16. Dong, Y
    (1998) Non-native graduate students’ thesis/dissertation writing in science: Self reports by students and their advisors from two US institutions. English for Specific Purposes, 17, 369–390. doi: 10.1016/S0889‑4906(97)00054‑9
    https://doi.org/10.1016/S0889-4906(97)00054-9 [Google Scholar]
  17. East, M. , Bitchener, J. , & Basturkmen, H
    (2012) What constitutes effective feedback on postgraduate students’ writing? The students’ perspective. Journal of University Teaching and learning Practice, 9(2), 1–16.
    [Google Scholar]
  18. Greene, J
    (2001) Mixing social inquiry methodologies. In V. Richardson (Ed.), Handbook of research on teaching (pp.91–110). Washington, DC: American Educational Research Association.
    [Google Scholar]
  19. Hyland, K
    (2009) Academic discourse. London: Continuum.
    [Google Scholar]
  20. Hyland, K. , & Tse, P
    (2004) Metadiscourse in academic writing: A reappraisal. Applied Linguistics, 25, 156–177. doi: 10.1093/applin/25.2.156
    https://doi.org/10.1093/applin/25.2.156 [Google Scholar]
  21. Kumar, V. , & Stracke, E
    (2007) An analysis of written feedback on a Ph D thesis. Teaching in Higher Education, 12, 461–470. doi: 10.1080/13562510701415433
    https://doi.org/10.1080/13562510701415433 [Google Scholar]
  22. O’Connell, F. , & Jin, L
    (2001) A structural model of literature review: An analysis of Chinese postgraduate students’ writing. Paper presented at BALEAP conference , Sheffield Hallum University, Sheffield, UK.
    [Google Scholar]
  23. Paltridge, B. , & Starfield, S
    (2007) Thesis and dissertation writing in a second language: A handbook for supervisors. New York: Routledge.
    [Google Scholar]
  24. Pecorari, D. , & Petric, B
    (2014) Plagiarism in second language writing. Language Teaching, 47, 269–302. doi: 10.1017/S0261444814000056
    https://doi.org/10.1017/S0261444814000056 [Google Scholar]
  25. Polio, C. , & Shi, L
    (2012) Perceptions and beliefs about textual appropriation and source use in second language writing. Journal of Second Language Writing, 21, 95–101. doi: 10.1016/j.jslw.2012.03.001
    https://doi.org/10.1016/j.jslw.2012.03.001 [Google Scholar]
  26. Strauss, A. , & Corbin, J
    (1998) Basics of qualitative research: Grounded theory procedures and techniques. Thousand Oaks, CA: Sage.
    [Google Scholar]
  27. Vygotsky, L. S
    (1978) Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/aral.39.2.01bit
Loading
  • Article Type: Research Article
Keyword(s): doctoral supervisor response to thesis chapter drafts and Feedback on content
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error