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dc.contributor.authorSachtleben, A
dc.contributor.authorStrauss, P
dc.contributor.authorTurner, E
dc.date.accessioned2012-05-28T22:22:23Z
dc.date.accessioned2012-05-28T22:50:03Z
dc.date.accessioned2012-05-28T22:50:28Z
dc.date.available2012-05-28T22:22:23Z
dc.date.available2012-05-28T22:50:03Z
dc.date.available2012-05-28T22:50:28Z
dc.date.copyright2009
dc.date.issued2012-05-29
dc.identifier.citationWriting and Pedagogy, vol.1(2), pp.249 - 262
dc.identifier.urihttp://hdl.handle.net/10292/4280
dc.description.abstractTertiary 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 This includes supervisors’ expectations, students’ needs and feedback, as well as the features of published texts and unpublished theses and exegeses.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.publisherEquinox Publishing Ltd
dc.relation.replaceshttp://hdl.handle.net/10292/4277
dc.relation.replaces10292/4277
dc.relation.replaceshttp://hdl.handle.net/10292/4279
dc.relation.replaces10292/4279
dc.relation.urihttp://www.equinoxpub.com/WAP/article/view/6759
dc.rightsNOTICE: 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.titleEmpowering the apprentice academic: teaching writing at postgraduate level
dc.typeJournal Article
dc.rights.accessrightsOpenAccess
dc.identifier.doi10.1558/wap.v1i2.249
dark.contributor.authorSachtleben, A
dark.contributor.authorStrauss, P
dark.contributor.authorTurner, E
aut.relation.endpage262
aut.relation.issue2
aut.relation.startpage249
aut.relation.volume1


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