PhD Students Learning the Process of Academic Writing: The Role of the Rhetorical Rectangle

• In Event: Professors of Education Research: Accepting the Responsibility of Training Novice Scholars

Abstract

Academic writing requires teaching. PhD students are enculturated into scholarly writing through relationships with their supervisors and other faculty. We explored doctoral students’ experiences that affected their writing, and how these experiences made them feel about themselves as academic writers. Our results should inform pedagogical practices intended to immerse doctoral students into scholarly writing. Six first and second year doctoral students participated in group discussions and wrote personal narratives about their writing experiences. Data were analyzed according to the rhetorical rectangle of logos, ethos, pathos, and kairos. Analysis revealed that students were struggling with their identities as academic writers, not feeling as confident as they had before their programs, and questioning some of the pedagogy of teaching academic writing.

Authors

• Beverly Ann Fitzpatrick, Memorial University

• Jim Tuff, Memorial University of Newfoundland

• Chris Cumby, Memorial University of Newfoundland

• Sana Jamil, Memorial University of Newfoundland

• Taylor Stocks, Memorial University of Newfoundland

• Mike Chong, Memorial University of Newfoundland

• Khalid Al Hariri, Memorial University of Newfoundland