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Disciplining writing: the case for multi-disciplinary writing groups to support writing for publication by higher degree by research candidates in the humanities, arts and social sciences

Cuthbert, Denise; Spark, Ceridwen; Burke, Eliza

Description

This article addresses multi-disciplinary writing groups in supporting writing for publication for higher degree by research candidates in the Humanities, Arts and Social Sciences. Drawing on focus group discussions with postgraduate research students from the Faculty of Arts at Monash University in Australia who participated in the writing groups, it investigates the participants� perceptions of the multi-disciplinary nature of the groups and some of the benefits of sharing writing with fellow...[Show more]

dc.contributor.authorCuthbert, Denise
dc.contributor.authorSpark, Ceridwen
dc.contributor.authorBurke, Eliza
dc.date.accessioned2015-12-10T22:12:28Z
dc.identifier.issn0729-4360
dc.identifier.urihttp://hdl.handle.net/1885/49671
dc.description.abstractThis article addresses multi-disciplinary writing groups in supporting writing for publication for higher degree by research candidates in the Humanities, Arts and Social Sciences. Drawing on focus group discussions with postgraduate research students from the Faculty of Arts at Monash University in Australia who participated in the writing groups, it investigates the participants� perceptions of the multi-disciplinary nature of the groups and some of the benefits of sharing writing with fellow postgraduate research students from different fields of study. Discussing both the strengths and weaknesses of the multi-disciplinarity of the groups as identified by participants, the authors suggest that such groups can provide a forum for postgraduates to develop their �professional� academic identity and develop their writing beyond the context of their theses and can have some unexpected benefits to participants� sense of themselves as disciplinary proponents. The multi-disciplinary context is thus considered as providing a level playing field in which postgraduates may approach the writing process as a shared methodology, encompassing a suite of specialised but generic skills that cross-disciplinary boundaries.
dc.publisherCarfax Publishing, Taylor & Francis Group
dc.sourceHigher Education Research and Development
dc.subjectKeywords: Doctoral education; Generic skills; Multi-disciplinarity; Research publications; Writing groups
dc.titleDisciplining writing: the case for multi-disciplinary writing groups to support writing for publication by higher degree by research candidates in the humanities, arts and social sciences
dc.typeJournal article
local.description.notesImported from ARIES
local.identifier.citationvolume28
dc.date.issued2009
local.identifier.absfor139999 - Education not elsewhere classified
local.identifier.absfor190302 - Professional Writing
local.identifier.absfor160807 - Sociological Methodology and Research Methods
local.identifier.ariespublicationu4015830xPUB190
local.type.statusPublished Version
local.contributor.affiliationCuthbert, Denise, RMIT University
local.contributor.affiliationSpark, Ceridwen, College of Asia and the Pacific, ANU
local.contributor.affiliationBurke, Eliza, University of Tasmania
local.description.embargo2037-12-31
local.bibliographicCitation.issue2
local.bibliographicCitation.startpage137
local.bibliographicCitation.lastpage149
local.identifier.doi10.1080/07294360902725025
local.identifier.absseo939902 - Education and Training Theory and Methodology
local.identifier.absseo970119 - Expanding Knowledge through Studies of the Creative Arts and Writing
local.identifier.absseo930599 - Education and Training Systems not elsewhere classified
dc.date.updated2016-06-14T08:57:07Z
local.identifier.scopusID2-s2.0-68149126260
CollectionsANU Research Publications

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