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Supporting the Thesis Writing Process of International Research Students through an Ongoing Writing Group
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Li, Linda Y.; Vandermensbrugghe, Joelle – Innovations in Education and Teaching International, 2011
Evidence from research suggests writing support is particularly needed for international research students who have to tackle the challenges of thesis writing in English as their second language in Western academic settings. This article reports the development of an ongoing writing group to support the thesis writing process of international…
Descriptors: Evidence, Focus Groups, Writing Processes, English (Second Language)
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
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Cuthbert, Denise; Spark, Ceridwen; Burke, Eliza – Higher Education Research and Development, 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…
Descriptors: Writing for Publication, Focus Groups, Foreign Countries, Interdisciplinary Approach
Gender and Genre in Early Writing.
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Kamler, Barbara – Linguistics and Education, 1994
A longitudinal case study examined the writing development of two children who learned to write in "process writing" classrooms in Australia. Results of participant observation in K-3 classrooms suggest that choices made in language are not free but are constrained by social and cultural contexts, including the ideology of gender in the…
Descriptors: Beginning Writing, Case Studies, Cultural Context, Foreign Countries
Reading-Writing Relationships: A Discussion of Text Characteristics for Primary Teachers.
Furniss, Elaine R. – 1983
To determine how children develop schema for text that include increasing sensitivity to text types, text categories, orthographic conventions in words, conventional story beginnings and endings, and text cohesive ties, a study examined the writing of four kindergarten children. The kindergarten had adopted a process-conference approach to writing…
Descriptors: Case Studies, Child Development, Classroom Communication, Classroom Observation Techniques