Learning from Feedback via Peer Review: Using Concept Maps to Explore the Development of Scholarly Writing Literacies

Gravett, Karen

doi:10.1007/978-3-030-62877-2_14

Cited by 2 publications

(1 citation statement)

References 35 publications

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“…To conclude, results stress the developmental nature of research writing, as many post-PhD researchers still struggle to effectively manage the writing process and produce the expected outcomes, and highlight the importance of learning to write and publish beyond the doctorate (Bazerman et al, 2012; Hyland & Jiang, 2016) to career progress (Li & Flowerdew, 2020; Scaffidi & Berman, 2011), and to develop researchers’ academic literacy (Gravett, 2021) and identity (A. Burgess & Ivanič, 2010; McAlpine et al, 2016, 2018).…”

Section: Discussionmentioning

confidence: 91%

Post-PhD Researchers’ Trajectories and Networking: The Mediating Role of Writing Conceptions

Castelló

Sala-Bubaré

Pardo

2021

Written Communication

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The present study used a longitudinal mixed-method design to investigate the relationship between post-PhD researchers’ writing conceptions and their experiences, scholarly trajectory, and networking capabilities. A total of 134 Spanish post-PhD researchers answered the Post-PhD Experience—Survey scales on Academic Writing and Social Support. One year later, a subsample of 21 participated in retrospective multimodal interviews, in which visual methods (Journey and Network Plots) were applied to analyse their writing trajectories during this period of time. The person-centred analysis revealed three post-PhD profiles regarding writing conceptions and evidenced differences among them in the way they participate in the research community and interact with other researchers. Qualitative results suggest the post-PhD researchers in each profile position themselves in the community differently and subsequently engage in distinctive writing experiences. The study provides evidence of how writer profiles appear to mediate trajectories and networking, something not evident when using only sectional designs. Relational agency is revealed to be an important aspect of productive writers. Pedagogical implications are discussed, particularly the need to promote writers’ awareness on how their writing conceptions intertwine with their strategic management of research writing practices in different contexts.

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Section: Discussionmentioning

confidence: 91%

Post-PhD Researchers’ Trajectories and Networking: The Mediating Role of Writing Conceptions

Castelló

Sala-Bubaré

Pardo

2021

Written Communication

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Reflections on the perceived longer-term impact of an ERPP course

Corcoran

2022

JERPP

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Research-intensive universities in the global peripheries have begun to mount English for research publication purposes (ERPP) initiatives to increase plurilingual scholars’ publishing success. Though research into pedagogical initiatives is still limited, investigations of such programs can provide researchers with a greater understanding of the broader experiences and perspectives of scholars as well as the potential impact of interventions on course participants’ scholarly writing. Answering the call for more longitudinal work in ERPP, this article outlines a small-scale, qualitative investigation of the perceived impact of an intensive ERPP course at a Mexican university on two environmental scientists’ research writing five years following course completion. Data analysis included systematic review of participant CVs, as well as semi-structured interviews with two plurilingual EAL scientists and two ERPP practitioners connected to the ERPP course. Employing a critical plurilingual lens, this article discusses findings that not only outline the perceived impact of the intervention on these scientists’ research writing at different stages of their academic trajectories, but also highlight the plurilingual nature of their evolving scholarly practices. The article culminates with data-driven suggestions for plurilingual conceptualization and enactment of scholarly writing pedagogies, policies, and research agendas.

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Learning from Feedback via Peer Review: Using Concept Maps to Explore the Development of Scholarly Writing Literacies

Cited by 2 publications

References 35 publications

Post-PhD Researchers’ Trajectories and Networking: The Mediating Role of Writing Conceptions

Post-PhD Researchers’ Trajectories and Networking: The Mediating Role of Writing Conceptions

Reflections on the perceived longer-term impact of an ERPP course

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