Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-mkpzs Total loading time: 0 Render date: 2024-12-22T21:14:40.606Z Has data issue: false hasContentIssue false

11 - Supervisory Feedback

Building Writing Scaffolds with Doctoral Students

from Section 3: - Negotiating Feedback: Interpersonal and Interactional Dimensions

Published online by Cambridge University Press:  19 July 2019

Ken Hyland
Affiliation:
The University of Hong Kong
Fiona Hyland
Affiliation:
The University of Hong Kong
Get access
Type
Chapter
Information
Feedback in Second Language Writing
Contexts and Issues
, pp. 206 - 225
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ajjawi, R. & Boud, D. (2017). Researching feedback dialogue: An interactional analysis approach, Assessment & Evaluation in Higher Education, 42, 252–65.Google Scholar
Austin, A. E. (2009) Cognitive apprenticeship theory and its implications for doctoral education: A case example from a doctoral program in higher and adult education. International Journal for Academic Development, 14, 173–83.Google Scholar
Basturkmen, H., East, M. & Bitchener, J. (2014). Supervisors’ on-script feedback comments on drafts of dissertations: Socialising students into the academic discourse community. Teaching in Higher Education, 19, 432–45.Google Scholar
Bitchener, J., Basturkmen, H. & East, M. (2010). The focus of supervisor written feedback to thesis/dissertation students. International Journal of English Studies, 10, 7997.Google Scholar
Blakeslee, A. (1997). Activity, context, interaction, and authority: Learning to write scientific papers in situ. Journal of Business and Technical Communication, 11, 125–69.Google Scholar
Can, G. & Walker, A. (2011). A model for doctoral students’ perceptions and attitudes toward written feedback for academic writing. Research in Higher Education, 52, 508–36.Google Scholar
Cargill, M. (2000). Intercultural postgraduate supervision meetings: An exploratory discourse study. Prospect, 15(2), 2838.Google Scholar
Delamont, S., Atkinson, P. & Parry, O. (2000). The Doctoral Experience: Success and Failure in Graduate School. London: Falmer Press.Google Scholar
East, M. (2018). Feedback on research writing: New Zealand supervisors’ priorities with an L2 focus. In Carter, S. & Laurs, D. (Eds.), Developing Research Writing: A Handbook for Supervisors and Advisors (pp. 102–7). London: Routledge.Google Scholar
East, M., Bitchener, J. & Basturkmen, H. (2012). What constitutes effective feedback to postgraduate research students? The students’ perspective. Journal of University Teaching & Learning Practice, 9(2). Available at: http://ro.uow.edu.au/jutlp/vol9/iss2/7Google Scholar
Green, B. (2005). Unfinished business: Subjectivity and supervision. Higher Education Research & Development, 24, 151–63.Google Scholar
Halse, C. (2011). ‘Becoming a supervisor’: The impact of doctoral supervision on supervisors’ learning. Studies in Higher Education, 36, 557–70.Google Scholar
Hyland, F. & Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10(3), 185212.Google Scholar
Inouye, K. S. & McAlpine, L. (2017). Developing scholarly identity: Variation in agentive responses to supervisor feedback. Journal of University Teaching & Learning Practice, 14(2). Available at: http://ro.uow.edu.au/jutlp/vol14/iss2/3Google Scholar
Kamler, B. & Thomson, P. (2014). Helping Doctoral Students Write: Pedagogies for Supervision (2nd Ed.). London: Routledge.Google Scholar
Kumar, V. & Stracke, E. (2007). An analysis of written feedback on a PhD thesis. Teaching in Higher Education, 12, 461–70.Google Scholar
Lei, J. & Hu, G. (2015). Apprenticeship in scholarly publishing: A student perspective on doctoral supervisors’ roles. Publications, 3, 2742.Google Scholar
Li, S. & Seale, C. (2007). Managing criticism in PhD supervision: A qualitative case study. Studies in Higher Education, 32, 461–70.Google Scholar
Litalien, D. & Guay, F. (2015). Dropout intentions in PhD studies: A comprehensive model based on interpersonal relationships and motivational resources. Contemporary Educational Psychology, 41, 218–31.Google Scholar
Manathunga, C. (2005). The development of research supervision: ‘Turning the light on a private space’. International Journal of Academic Development, 10, 1730.Google Scholar
Morton, J., Storch, N. & Thompson, C. (2014). Feedback on writing in the supervision of postgraduate students: Insights from the work of Vygotsky and Bakhtin. Journal of Academic Language & Learning, 8, A24A36.Google Scholar
Odena, O. & Burgess, H. (2017). How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: A qualitative approach. Studies in Higher Education, 42, 572–90.Google Scholar
Ombudsman, NSW (2017). Complaints about the Supervision of Post-Graduate Students: A Discussion Paper. Available at: www.ombo.nsw.gov.au/__data/assets/pdf_file/0004/49684/Complaints-about-the-supervision-of-postgraduate-students-Discussion-paper-October-17.pdfGoogle Scholar
Paltridge, B. (2017). The Discourse of Peer Review. London: Palgrave Macmillan.Google Scholar
Paré, A. (2010). Making sense of supervision: Deciphering feedback. In Thomson, P. & Walker, M. (Eds.), The Routledge Doctoral Student’s Companion (pp. 107–15). London: Routledge.Google Scholar
Paré, A. (2011). Speaking of writing: Supervisory feedback and the dissertation. In McAlpine, L. & Amundsen, C. (Eds.), Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators (pp. 5974). Dordrecht: Springer.Google Scholar
Starke-Meyering, D. (2011). The paradox of writing in doctoral education: Student experiences. In McAlpine, L. & Amundsen, C. (Eds.), Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators (pp. 7595). Dordrecht: Springer.Google Scholar
Stillman-Webb, N. (2015). Writing beliefs and mentoring practices: Advisor perspectives on post/graduate writing in the sciences. In Badenhorst, C. & Guerin, C. (Eds.), Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (pp. 257–76). Leiden/Boston: Brill.Google Scholar
Stracke, E. & Kumar, V. (2010). Feedback and self-regulated learning: Insights from supervisors’ and PhD examiners’ reports. Reflective Practice: International and Multidisciplinary Perspectives, 11, 1932.Google Scholar
Taylor, S., Kiley, M. & Humphrey, R. (2018). A Handbook for Doctoral Supervisors (2nd Ed.). London: Routledge.Google Scholar
Xu, L. (2017). Written feedback in intercultural doctoral supervision: A case study. Teaching in Higher Education, 22, 239–55.Google Scholar
Wang, T. & Li, L. Y. (2011). ‘Tell me what to do’ vs. ‘guide me through it’: Feedback experiences of international doctoral students. Active Learning in Higher Education, 12(2), 101–12.Google Scholar
Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×