The research journey is a messy one, full of surprises, difficulties, discoveries, hard work, beginnings and some form of closure. The thesis, whether a monograph or published/publishable articles and a theorised "wrap", is well organised and lucidly articulated; it evidences consistent theories and themes; asks questions and analyses findings; presents a coherent argument and story; and is readable, its points clear, its contribution original (enough), its quality publishable (Winter, 2000; Holbrook et al., 2006; Kiley & Wisker, 2011). In this chapter I am interested in exploring how doctoral students and supervisors transition in an iterative way between the messy rich journey and the well-built thesis, and how this well-conceptualised, well-articulated work is recognised by students, supervisors and examiners.
|Title of host publication||Research literacies and writing pedagogies for masters and doctoral writers|
|Editors||Cecile Badenhorst, Cally Guerin|
|Number of pages||18|
|Publication status||Published - 1 Jan 2016|
|Name||Studies in writing|