This paper describes an action research project on postgraduate students’ scholarly writing in which I employed reflective approaches to examine and enhance my postgraduate supervisory practice. My reflections on three distinct cycles of supervision illustrate a shift in thinking about scholarly writing and an evolving understanding of how to support postgraduate students’ writing. These understandings provide the foundation for a future-oriented fourth cycle of supervisory practice, which is characterised by three principles, namely the empowerment of students as writers, the technological context of contemporary writing, and ethical issues in writing.
CITATION STYLE
Diezmann, C. M. (2005). Supervision and scholarly writing: writing to learn—learning to write. Reflective Practice, 6(4), 443–457. https://doi.org/10.1080/14623940500300491
Mendeley helps you to discover research relevant for your work.