Empowering the Apprentice Academic

Teaching Writing at Postgraduate Level

Authors

  • Annette Frances Sachtleben Auckland University of Technology
  • Pat Strauss Auckland University of Technology
  • Elizabeth Turner Auckland University of Technology

DOI:

https://doi.org/10.1558/wap.v1i2.249

Keywords:

postgraduate writing, discipline specific language support

Abstract

Tertiary institutions offer a variety of provision for postgraduate students aimed at the development of academic writing skills. This article using a series of workshops and individual tutorials designed specifically for students engaged in writing theses and exegeses in certain discipline areas in a large New Zealand university. It outlines and reflects on the process of identifying and analysing relevant information for the design, content and on-going development of the workshops. This includes supervisors’ expectations, students’ needs and feedback, as well as the features of published texts and unpublished theses and exegeses. The post-workshop tutorial provision is underpinned by the two key principles of dialogue to assist clarity of expression, and encouragement for students to express their own voice. The experience gained from this work has led to the development of a discipline specific online paper for students in their first year of postgraduate study. (158 words)

Author Biographies

Annette Frances Sachtleben, Auckland University of Technology

Section for English & Applied Linguistics Senior Lecturer

Pat Strauss, Auckland University of Technology

Section for English & Applied Linguistics Senior Lecturer

Elizabeth Turner, Auckland University of Technology

Section for English & Applied Linguistics Senior Lecturer

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Published

2010-06-06

How to Cite

Sachtleben, A. F., Strauss, P., & Turner, E. (2010). Empowering the Apprentice Academic: Teaching Writing at Postgraduate Level. Writing & Pedagogy, 1(2), 249-262. https://doi.org/10.1558/wap.v1i2.249

Issue

Section

Reflections on Practice