Title

Learning through writing: Reconceptualizing the research supervision process

Date of this Version

7-1-2011

Document Type

Journal Article

Publication Details

Published version

Wolff, L. T. (2011). Learning through writing: Reconceptualizing the research supervision process. International Journal of Teaching and Learning in Higher Education, 22 (3), 229-237.

Access the journal's website.

2011 HERDC submission. FoR code: 130103, 180199

© Copyright International Journal on Teaching and Learning in Higher Education, 2011

ISSN

1812-9129

Abstract

This paper seeks to re-conceptualize the research supervision relationship. The literature has tended to view doctoral study in four ways: (a) as an exercise in self-management, (b) as a research experience, (c) as training for research, or (d) as an instance of student-centred learning. Although each of these approaches has merit, 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.

 

This document has been peer reviewed.