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dc.contributor.authorStouck, Jordan
dc.contributor.authorWalter, Lori
dc.date.accessioned2020-10-27T19:20:59Z
dc.date.available2020-10-27T19:20:59Z
dc.date.issued2020-10-21
dc.identifier.citationStouck, J. & Walter, L. (2020). Graduate transitions: Canadian master's and PhD writing experiences. Canadian Journal for Studies in Discourse and Writing/Rédactologie, 30, 264-289. https://doi.org/10.31468/cjsdwr.853en_US
dc.identifier.otherDOI: 10.31468/cjsdwr.853
dc.identifier.otherDOI: 10.25316/IR-15292
dc.identifier.urihttps://viurrspace.ca/handle/10613/23395
dc.identifier.urihttp://dx.doi.org/10.25316/IR-15292
dc.description.abstractThis exploratory study researches the experiences of Canadian graduate students as they pursue writing tasks for their degree. A better understanding of the difficulties Canadian graduate students experience in completing key components of their programs, as well as of the supports both existing and needed, could enable supervisors, administrators, and graduate students themselves to more expediently overcome barriers to timely degree completion. The research uses a case study design based on qualitative focus group interviews to provide detailed information regarding both interdisciplinary and single discipline Master’s and PhD students’ perceived experiences with their academic writing tasks and available supports. The approach is informed by academic literacy theory. Graduate students who participated in this study identified transitions related to the pressure to publish and professionalize, and to the misalignments between their own and supervisory and institutional expectations, which resulted in some interrogation of institutional norms. They utilized Writing Centre, online and supervisory supports, but called for additional ongoing and peer support. The study has implications for the development of new, collaborative, and peer-based writing supports, as well as identifying future research areas related to interdisciplinary degrees and continuing stages of transition.en_US
dc.format.extent26 pg.en
dc.format.mediumtexten
dc.format.mimetypeapplication/pdfen
dc.language.isoenen_US
dc.publisherCanadian Association for the Study of Discourse and Writingen_US
dc.rightsAttribution-ShareAlike 4.0 Internationalen
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/en
dc.subject.lcshGraduate studentsen
dc.subject.lcshUniversities and colleges--Graduate worken
dc.subject.lcshAcademic writingen
dc.titleGraduate transitions: Canadian master's and PhD writing experiencesen_US
dc.typeArticleen_US
dc.description.noteThis is an electronic copy of an article that was originally published as: Stouck, J. & Walter, L. (2020). Graduate transitions: Canadian master's and PhD writing experiences. Canadian Journal for Studies in Discourse and Writing/Rédactologie, 30, 264-289. https://doi.org/10.31468/cjsdwr.853 Canadian Journal for Studies in Discourse and Writing/Rédactologie is the official journal of Canadian Association for the Study of Discourse and Writing and aims to promote all approaches to writing and discourse research within the humanities and social sciences. For more information, see: https://journals.sfu.ca/cjsdw/index.php/cjsdw.en
dc.description.fulltexthttps://viurrspace.ca/bitstream/handle/10613/23395/Walter.CJSDW2020.pdf?sequence=3en
dc.identifier.doi10.31468/cjsdwr.853
dc.identifier.doi10.25316/IR-15292


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Except where otherwise noted, this item's license is described as Attribution-ShareAlike 4.0 International