Research writing in the sciences: Liminal territory and high emotion

Ross, Philip E.; Burgin, Shelley; Aitchison, Claire; Catterall, Janice

doi:10.5204/jld.v4i3.77

Cited by 15 publications

(8 citation statements)

References 22 publications

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“…Exposure to collaborative learning environments early in their academic experience through a group writing assignment was intended to prepare students for scientific careers in which team work has become an essential skill. For many students, the assignment was their first scientific writing experience, and the collaborative project provided helpful peer-support and mitigated isolation and negative emotions that are known to arise when writing (Ross, Burgin, Aitchison & Catterall, 2011). Through learning together and coaching one another, student collaboration provided guidance, accountability, and goal-setting within the group.…”

Section: Collaborative Learning Frameworkmentioning

confidence: 99%

Undergraduates can publish too! A case study of a scientific team writing assignment leading to publication

Gamberi

Hall

2018

International Journal of Science Education

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The design and implementation of a scientific writing assignment in a >100 student upperlevel undergraduate microbiology class resulted in a peer-reviewed publication in an openaccess journal. The primary course objectives and requirements were met by assigning groups of four to five students one of 25 distinct section topics of similar size and complexity that complemented the course materials. Students were taught to identify, read and cite primary scientific literature, to avoid plagiarism, and to share in productive interactions with peers throughout the assignment by a combination of class instructions, and personal and group mentoring. A team of volunteer students performed additional editing and compiling of the manuscript into the final cohesive, submitted review.

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Section: Collaborative Learning Frameworkmentioning

confidence: 99%

Undergraduates can publish too! A case study of a scientific team writing assignment leading to publication

Gamberi

Hall

2018

International Journal of Science Education

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“…Several studies have been conducted mapping the distribution of responsibilities between supervisor and student in the thesis process (Filippou, Kallo, and Mikkilä-Erdman 2017, McGinty, Koo, and Saeidi 2010, McMichael 1992, Mhunpiew 2013, Ross et al 2011, Woolhouse 2002, 2010. Depending on which of Dysthe's models (2002) or other expectations of the process the supervisor and student have in mind, supervision of the writing process is expected to proceed according to certain guidelines.…”

Section: Expected Distributions Of Responsibilitiesmentioning

confidence: 99%

Gaps and Overlaps in Supervisory Responsibilities: A Case Study of Bachelor’s and Master’s Students’ Thesis Writing in Two Departments

Olsson

Hallberg

2018

JoAW

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This article focuses on how supervisors and students perceive their responsibilities at the beginning of the thesis writing process. Students in general do little research writing before beginning their Bachelor's or Master's programs and they often find academic writing to be a complicated task, which means that many do not complete their thesis writing within the stipulated time. A survey was conducted at the Department of Computer and Systems Sciences (DSV) and the Department of Child and Youth Studies (BUV) at Stockholm University, Sweden. In addition to the distribution of responsibility, participants ranked the importance of four issues: the student's own collected data in the thesis; language, layout, and correct referencing; the thesis as an excellent product; and the student's development of his or her competence. In general, students and supervisors agreed on the distribution of responsibilities between them and the importance of some of the issues. The opinions were coherent, considering the survey was conducted early in the thesis writing period. It is suggested that future research includes an in-depth investigation of cultural differences between departments.

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“…A number of studies have pointed to inadequacies and problems around doctoral-level feedback (Guerin & Green 2015;Kumar & Stracke 2007). Other studies point to the extraordinary emotionality and frustrations felt by both students and supervisors (Ross, Burgin, Aitchison & Catterall 2011) and how supervisors often work intuitively, mostly alone, without support and without reference to the scholarship on writing and rhetoric. There appears to be a widespread absence of pedagogical training and support for supervisors in doctoral level writing.…”

Section: Supervisors As Doctoral Writing Stakeholdersmentioning

confidence: 99%