- Title
- Learning how to theorize in doctoral writing: A tool for teaching and learning
- Creator
- Wilmot, Kirsten
- Subject
- To be catalogued
- Date
- 2020
- Type
- text
- Type
- book chapter
- Identifier
- http://hdl.handle.net/10962/445824
- Identifier
- vital:74435
- Identifier
- ISBN 9781003028215
- Identifier
- https://www.taylorfrancis.com/chapters/edit/10.4324/9781003028215-8/learning-theorize-doctoral-writing-kirstin-wilmot
- Description
- Doctoral writing is an elusive research practice. Given their size, individuality and disciplinary complexity, analysing doctoral dissertations is a complex task – one that makes defining exact rules for students to follow difficult, if not impossible. In order to open up access to increasingly diverse students, there is a need to make this tacit writing practice explicit. To do so requires a more detailed understanding of what doctoral writing involves. This chapter illustrates an approach that can provide such an understanding. Drawing on the concept of ‘semantic gravity’ from Legitimation Code Theory (LCT), the chapter focuses on a student’s progression from ‘raw’ data description to fully realized theoretical discussions of data. The findings demonstrate how, through the drafting process, specific movements in writing – notably, from strongly contextualized to more abstract meanings – are developed over time. In showcasing these findings, the chapter reveals how LCT is able to make this aspect of doctoral writing explicit and demonstrable to students and supervisors.
- Format
- 16 pages, pdf
- Publisher
- Routledge
- Language
- English
- Relation
- Wilmot, K., 2020. Learning how to theorize in doctoral writing: A tool for teaching and learning. In Building Knowledge in Higher Education (pp. 126-141). Routledge
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the Taylor and Francis Online Terms and Conditions Statement (https://www.tandfonline.com/terms-and-conditions)
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Collections
Wilmot, Kirsten (Ms)
RU Centre for Higher Education Research, Teaching and Learning (CHERTL)
RU Books and Book Chapters
RU Department of Education
SDG 04. Quality Education
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