Title
Learning through writing: Reconceptualizing the research supervision process
Date of this Version
7-1-2011
Document Type
Journal Article
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.
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