Driven to abstraction: doctoral supervision and writing pedagogies

Kamler, Barbara and Thomson, Pat 2004, Driven to abstraction: doctoral supervision and writing pedagogies, Teaching in higher education, vol. 9, no. 2, pp. 195-209, doi: 10.1080/1356251042000195358.

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Title Driven to abstraction: doctoral supervision and writing pedagogies
Author(s) Kamler, Barbara
Thomson, Pat
Journal name Teaching in higher education
Volume number 9
Issue number 2
Start page 195
End page 209
Publisher Routledge
Place of publication Abingdon, England
Publication date 2004-04
ISSN 1356-2517
1470-1294
Summary The writing of academic abstracts is more than a tiresome necessity of scholarly life. It is a practice that goes beyond genre and technique to questions of writing and identity. In this article we deconstruct a series of abstracts from a variety of refereed journals to 'read' for the representation of data, argument, methodology and significance. We describe one strategy for writing abstracts, developed as part of a long-term project on postgraduate writing pedagogies. We propose that the art of writing abstracts is neglected in the academy, is given scant attention by journal editors, and has produced a motley and often bland array of conventions and genres. We suggest that abstract art should be an important aspect of supervision if graduate students and novice researchers are to stake a claim in the academy.
Language eng
DOI 10.1080/1356251042000195358
Field of Research 130399 Specialist Studies in Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2004, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30002847

Document type: Journal Article
Collection: School of Social and Cultural Studies in Education
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