dc.contributor.author Sachtleben, A
dc.contributor.author Strauss, P
dc.contributor.author Turner, E
dc.date.accessioned 2012-05-28T22:22:23Z
dc.date.accessioned 2012-05-28T22:50:03Z
dc.date.accessioned 2012-05-28T22:50:28Z
dc.date.available 2012-05-28T22:22:23Z
dc.date.available 2012-05-28T22:50:03Z
dc.date.available 2012-05-28T22:50:28Z
dc.date.copyright 2009
dc.date.issued 2012-05-29
dc.identifier.citation Writing and Pedagogy, vol.1(2), pp.249 - 262
dc.identifier.uri http://hdl.handle.net/10292/4280
dc.description.abstract Tertiary institutions offer a variety of provision for postgraduate students aimed at the development of academic writing skills. This article using a series of workshops and individual tutorials designed specifically for students engaged in writing theses and exegeses in certain discipline areas in a large New Zealand university. It outlines and reflects on the process of identifying and analysing relevant information for the design, content and on-going development of the workshops. This includes supervisors’ expectations, students’ needs and feedback, as well as the features of published texts and unpublished theses and exegeses. The post-workshop tutorial provision is underpinned by the two key principles of dialogue to assist clarity of expression, and encouragement for students to express their own voice. The experience gained from this work has led to the development of a discipline specific online paper for students in their first year of postgraduate study.
dc.publisher AUT University
dc.publisher Equinox Publishing Ltd
dc.relation.replaces http://hdl.handle.net/10292/4277
dc.relation.replaces 10292/4277
dc.relation.replaces http://hdl.handle.net/10292/4279
dc.relation.replaces 10292/4279
dc.relation.uri http://www.equinoxpub.com/WAP/article/view/6759
dc.rights NOTICE: this is the author’s version of a work that was accepted for publication. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in (see Citation). The original publication is available at (see Publisher's Version)
dc.title Empowering the apprentice academic: teaching writing at postgraduate level
dc.type Journal Article
dc.rights.accessrights OpenAccess
dc.identifier.doi 10.1558/wap.v1i2.249
dark.contributor.author Sachtleben, A
dark.contributor.author Strauss, P
dark.contributor.author Turner, E
aut.relation.endpage 262
aut.relation.issue 2
aut.relation.startpage 249
aut.relation.volume 1

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