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dc.contributor.authorCobb, Donella J.en_NZ
dc.contributor.authorFranken, Margareten_NZ
dc.date.accessioned2017-10-11T23:04:51Z
dc.date.available2017-09-12en_NZ
dc.date.available2017-10-11T23:04:51Z
dc.date.issued2017en_NZ
dc.identifier.citationCobb, D. J., & Franken, M. (2017). Editors’ introduction: A collaborative exploration of reflexivity as a pedagogic bridge towards publication for international postgraduate students. Waikato Journal of Education, 22(2), 3–11. https://doi.org/10.15663/wje.v22i2.562en
dc.identifier.urihttp://hdl.handle.net/10289/11394
dc.description.abstractResearch conducted by postgraduate students is a significant source of new knowledge in universities. While it is increasingly available in digital databases, it is not frequently published, and thus accessible, in the form of academic journal articles (Kamler, 2008; Kwan, 2010; Lassig, Dillon, & Diezmann, 2013). In this article we explore the notion of an academic writing group as a pedagogical arrangement to scaffold international postgraduate students into writing for publication. We draw from our experiences of facilitating collaborative writing workshops with five international postgraduate students from The University of Waikato. These workshops provided a pedagogic space for international students and academic mentors to collectively bridge the often obscured path between thesis writing and writing for academic publication. We explain how a focus on reflexivity offered a way of foregrounding the ‘backstories’ of each student’s research experiences and established a platform from which scholars could discuss and write. We also give consideration to the linguistic and discoursal resources that supported emerging writers to foreground reflexivity in their published text. Each of the articles in this special section celebrate the outcome of this academic writing group by showcasing the published articles that have been written by the international postgraduate students involved in this collaborative writing project. We conclude this article by offering our experiences of a collaborative writing group as one way to facilitate a pedagogic bridge between thesis writing and writing for publication.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherFaculty of Education, The University of Waikatoen_NZ
dc.rights© 2017 copyright with the authors. The article is published under Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported (CC BY-NC-SA 3.0) License.
dc.titleEditors’ introduction: A collaborative exploration of reflexivity as a pedagogic bridge towards publication for international postgraduate studentsen_NZ
dc.typeJournal Article
dc.identifier.doi10.15663/wje.v22i2.562en_NZ
dc.relation.isPartOfWaikato Journal of Educationen_NZ
pubs.begin-page3
pubs.elements-id207277
pubs.end-page11
pubs.issue2en_NZ
pubs.notesQA Attacheden_NZ
pubs.organisational-group/Waikato
pubs.organisational-group/Waikato/2018 PBRF
pubs.organisational-group/Waikato/FEDU
pubs.organisational-group/Waikato/FEDU/2018 PBRF - FEDU
pubs.organisational-group/Waikato/FEDU/Te Hononga School of Curriculum and Pedagogy
pubs.publication-statusPublisheden_NZ
pubs.volume22en_NZ
dc.identifier.eissn2382-0373en_NZ


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