Before the dissertation: A textual mentor for doctoral students at early stages of a research project

“Anxiety or enjoyment, I feel pleasant to welcome them both”: thematic analysis of a Chinese PhD student’s personal growth experiences

“…PhD students' emotional experience studies have explored a set of emotions, particularly the negative emotions, such as anxiety, frustration, and anguish (e.g., Aitchison et al, 2012;Cotterall, 2013;Russell-Pinson and Harris, 2019;Geng and Yu, 2022). Casanave (2014) pointed out that emotion was a part of PhD students' dissertation journey. Emotions provided motivational energy for students to persist until graduation (McCormack, 2009).…”

The Impact of Chinese-style Modernisation on the Social-psychological Behaviours of Chinese Individuals: Evidence from Sociological and Psychological Research

“…Some scholars attribute this decline to the influence of Western marketing ideas, as the marketing system promotes competition rather than altruism (Xin, 2019). Additionally, factors such as the lack of a credit system in Chinese society (Liu & Xin, 2011), high-income inequality (Zhang & Xin, 2019), and inadequate grassroots governance (Xin, 2016) also contribute to the issue of trust. As mentioned in the rural case study above, the breakdown of interpersonal relationships among acquaintances due to residential mobility is also a significant factor in the decline of general trust .…”

Extending our understanding of unpublished academic writing: The creation and analysis of CorGrad

“…Building on arguments that academic writing is a non-native discourse for all students (e.g., Casanave, 2014), Curry highlights a "need to start from the authentic social practices of the disciplines" (p. 91). Her specific suggestions for implementation are to increase faculty members' interactions with students "in courses or in advising and collaboration" (p. 92).…”

“…Some graduate students begin with strong writing backgrounds from their undergraduate studies, others have been underserved by their writing education at the undergraduate level, and still others begin as users of a plethora of English varieties and/or other languages. In fact, no one speaks or writes Academic English "natively" (Casanave, 2014). Professors might have become fluent in this language but may be unequipped to guide these new students as they dogpaddle their way through the sea of linguistic and content-related obstacles Eley & Murray, 2009;Kamler & Thompson, 2014;Murray, 2013).…”

“…Such a characterization is necessary for several reasons. First, because the language of academic writing is not a "native" language for anyone (Casanave, 2014), graduate students arrive at their programs with varying levels of proficiency. Their professors, who may have become expert academic writers through years of experience, are often unable or unwilling to provide support for both content and writing (Eley & Murray, 2009;Kamler & Thompson, 2014;Murray, 2013).…”