NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ833069
Record Type: Journal
Publication Date: 2009-Apr
Pages: 13
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0729-4360
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
Higher Education Research and Development, v28 n2 p137-149 Apr 2009
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 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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia