Anthony Pare, McGill University

-longitudinal study of doctoral writing practices

-exploratory surveys of students, supervisors, and administrators

-motivations for exploring this problem: decreased public funding, increased pressure for research funding and publication record; research now higher stakes, much anxiety and little attention; high attrition rates; long times to complete

-what are practices and demands of doctoral writing?

-what perceptions of doctoral writing exist?

-idea of workplace writing (students seek careers as academic researchers)

-tremendous amount of pressure on doctoral students to publish (now feels like necessity)

-students are now not just eavesdroppers, but expected to join the conversation -- need to position themselves and not just report

-many students are writing in additional languages

-general feeling of being adrift with writing process; insecurity with writing

-students' knowledge of writing is procedural

-when do supervisors need to say keep writing or just keep thinking

-emotional aspect to supervising -- tough love, anger, despair, frustration -- the emotional component needs to be addressed

-majority of supervisors have not received formal training in writing supervision

-a lot of supervisors were just "left on their own" to write

Brian Gearity, University of Southern Mississippi

advisor: Norma Mirks

-autoethnography of dissertation writing process

-"are you being picky because you prefer certain words, or does it need to be changed?"

-article: "From Mentoring to Co-Mentoring"

Allyson Holbrook -- University of Newcastle Australia

-actually 3 papers were written from this study

-"episemic rupture" has to happen for new ideas to emerge; can be very emotional

-good doctoral candidates understand complexity


  • immersion (effective critique of your own work and that of others; connect ideas and grow ideas)
  • measured uncertainty (independence, open to new ideas, risk-taking, working through challenge, adaptability, managing uncertainty)

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