Personal Ties in the Writing of a Doctoral Dissertation
Keywords:
Postgraduate studies, social relations, personal support, writing.Abstract
The problem of low graduation rates at the graduate level has been linked to the challenges of dissertation work. Given that this is a process of “disciplinary enculturation”, where graduate students acquire the ways of being and doing of each discipline, the social relations of doctoral candidates should be analyzed. Several studies have explored the support provided by social ties within academia but have, nevertheless, ignored other spheres. This qualitative study, based on in-depth interviews, explores the personal-sphere social relations in the dissertation writing process from the point of view of doctoral candidates and recent graduates in the fields of Education and Linguistics. Results indicate that the emotional, financial, economic, and academic support offered by these social ties is a necessary, although not in itself, sufficient condition. Some strategies for increasing institutional support to facilitate the process of writing a dissertation are offered.Downloads
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References
Aitchison, C. (2009). Writing groups for doctoral education. Studies in Higher Education, 34(8), 905-916.
Aitchison, C. y Lee, A. (2006). Research writing: Problems and pedagogies. Teaching in Higher Education, 11(3), 265-278.
Aitchison, C. y Mowbray, S. (2013). Doctoral women: Managing emotions, managing doctoral studies. Teaching in Higher Education, 18(8), 859-870.
Angelova, M. y Riazantseva, A. (1999). “If you don't tell me, how can I know?”: A case study of four international students learning to write the US way. Written Communication, 16(4), 491-535.
Barnacle, R. y Mewburn, I. (2010). Learning networks and the journey of ‘becoming doctor’. Studies in Higher Education, 35(4), 433-444.
Barsky, O. y Dávila, M. (2004). Las tendencias actuales de los posgrados en Argentina. Documento de Trabajo No. 117, Universidad de Belgrano. Recuperado de http://www.clacso-posgrados.net/documentos_aportes/18.pdf
Belcher, D. (1994). The apprenticeship approach to advanced academic literacy: Graduate students and their mentors. English for Specific Purposes, 13(1), 23-34.
Belcher, D. y Hirvela, A. (2005). Writing the qualitative dissertation: what motivates and sustains commitment to a fuzzy genre? Journal of English for Academic Purposes, 4(3), 187-205.
Brunner, J. J. y Ferrada Hurtado, R. (Eds.). (2011). Educación superior en Iberoamérica. Informe 2011. Recuperado de http://www.universia.net/nosotros/files/Educacion_Superior.pdf.
Cadman, K. (1997). Thesis writing for international students: A question of identity? English for Specific Purposes, 16, 3-14.
Caffarella, R. S. y Barnett, B. G. (2000). Teaching doctoral students to become scholarly writers: The importance of giving and receiving critiques. Studies in Higher Education, 25(1), 39-52.
Carlino, P. (2003). La experiencia de escribir una tesis: Contextos que la vuelven más difícil. Anales del Instituto de Lingüística de la Universidad de Cuyo, 25, 41-62.
Carlino, P. (2004a). El proceso de escritura académica: Cuatro dificultades de la enseñanza universitaria. Educere, 8(26), 321-327. Recuperado de http://www.saber.ula.ve/handle/123456789/19901
Carlino, P. (2004b). Enfoque contrastivo para estudiar las culturas académicas: la supervisión de tesis de posgrado en Argentina y en Australia. Memorias de las XI Jornadas de Investigación en Psicología, Facultad de Psicología de la Universidad de Buenos Aires [en CD] (Tomo I, pp. 169-173). Universidad de Buenos Aires.
Carlino, P. (2005). ¿Por qué no se completan las tesis en los posgrados? Obstáculos percibidos por maestrandos en curso y magistri exitosos. Educere, 9(30), 415-420. Recuperado de http://www.saber.ula.ve/handle/123456789/19980
Carlino, P. (2008). Desafíos para hacer una tesis de posgrado y dispositivos institucionales que favorecerían su completamiento. Ponencia presentada en el Segundo Encuentro Nacional y Primero Internacional sobre Lectura y Escritura en Educación Superior, Bogotá, Colombia.
Carlino, P. (2012). Helping doctoral students of Education to face writing and emotional challenges in identity transition. En M. Castelló y C. Donahue (Eds.), University writing: Selves and texts in academic societies (pp. 217-234). Bingley, Inglaterra: Emerald Group Publishing Limited.
Carrasco, C. y Domínguez, M. (2003). Géneros y usos del tiempo: Nuevos enfoques metodológicos. Revista de Economía Crítica, 1, 129-152. Recuperado de http://ideas.repec.org/a/ret/ecocri/rec01_08.html.
Casanave, C. P. (1995). Local interactions: Constructing contexts for composing in a graduate sociology program. En D. Belcher y G. Braine (Eds.), Academic writing in a second language: Essays on research and pedagogy (pp. 83-110). Norwood, NJ: Ablex Publishing Corporation.
Casanave, C. P. (2002). Writing games: Multicultural case studies of academic literacy practices in higher education. Mahwah, NJ: Lawrence Erlbaum Associates.
Colombo, L. (2011). Writing resources used by graduate international students and their effect on academic satisfaction (Tesis doctoral). ProQuest Dissertations and Theses (Nro. UMI 3459921) Resumen disponible en http://gradworks.umi.com/34/59/3459921.html
Colombo, L. (2012a). Escritura de posgrado y aprendizaje situado. En Memorias del IV Congreso Internacional de Investigación y Práctica Profesional en Psicología, XIX Jornadas de Investigación y VIII Encuentro de Investigadores en Psicología del MERCOSUR [en CD] (Vol. 1, pp. 82-85). Universidad de Buenos Aires.
Colombo, L. (2012b, agosto). Grupos de escritura en el posgrado. Ponencia presentada en las VIII Jornadas de Material Didáctico y Experiencias Innovadoras en Educación Superior, Buenos Aires, Argentina. Recuperado de http://www.biomilenio.net/biomilenio/index.html
Conrad, L. (2007). Developing the intellectual and emotional climate for candidates. En C. Denholm y T. Evans (Eds.), Supervising doctorates downunder: Keys to effective supervision in Australia and New Zealand (pp. 36-44). Victoria, Nueva Zelanda: Acer Press.
Creswell, J. W. (2007). Qualitative inquiry y research design: Choosing among five approaches (2da ed.). Thousand Oaks, CA: Sage.
Deem, R. y Brehony, K. J. (2000). Doctoral students’ access to research cultures –are some more unequal than others? Studies in Higher Education, 25(2), 149-165.
De la Fare, M. y Lenz, S. (2012). El posgrado en el campo universitario: Estudio de la expansión de carreras y exploraciones sobre la productividad de tesis en la Argentina. Buenos Aires: Instituto de Estudios y Capacitación-Universidad Nacional de General Sarmiento.
Diezmann, C. M. (2005). Supervision and scholarly writing: Writing to learn and learning to write. Reflective Practice, 6(4), 443-457.
Dressen-Hammouda, D. (2008). From novice to disciplinary expert: Disciplinary identity and genre mastery. English for Specific Purposes, 27(2), 233-252.
Dysthe, O. (2002). Professors as mediators of academic text cultures: An interview study with advisors and Master's degree students in three disciplines in a Norwegian university. Written Communication, 19(4), 493-544.
Evans, T. (2007). Effective supervision of part-time students. En C. Denholm y T. Evans (Eds.), Supervising doctorates downunder: Keys to effective supervision in Australia and New Zealand (pp. 113-120). Victoria, Nueva Zelanda: Acer Press.
Ferenz, O. (2005). EFL writers' social networks: Impact on advanced academic literacy development. Journal of English for Academic Purposes, 4, 339-351.
Hawisher, G. E., Selfe, C. L., Moraski, B. y Pearson, M. (2004). Becoming literate in the information age: Cultural ecologies and the literacies of technology. College Composition and Communication, 55(4), 642-692.
Hidalgo, C. y Passarella, V. (2009). Encuesta “Escritura y producción de conocimiento en carreras de posgrado” administrada a estudiantes de posgrado de diversas instituciones de Argentina y Chile (2005-2006). En E. Narvaja de Arnoux (Ed.), Escritura y producción de conocimiento en las carreras de posgrado (pp. 62-73). Buenos Aires: Santiago Arcos Editor.
Ivanic, R. (1998). Writing and identity: The discoursal construction of identity in academic writing (Vol. 5): Filadelfia: John Benjamins Publishing.
Jeppesen, C., Nelson, A. y Guerrini, V. (2004). Diagnóstico y perspectiva de los estudios de posgrado en Argentina. Buenos Aires: IESAL/UNESCO-Secretaría de Políticas Universitarias/Ministerio de Educación, Ciencia y Tecnología de la República Argentina.
Johanson, R. E. (2001). The role of interactions in academic writing: A collective case study of five Taiwanese doctoral students in a graduate school of education. (Tesis doctoral). ProQuest Dissertations and Theses (Núm. UMI 3008361).
Lave, J. y Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Nueva York: Cambridge University Press.
Lofland, J., Snow, D., Anderson, L. y Lofland, L. H. (2006). Analyzing social settings: A guide to qualitative observation and analysis (4a. ed.). Belmont, CA: Wadsworth.
Martín Torres, G. G. (2012). La escritura de tesis de posgrado en el área de investigación educativa: El acompañamiento, una pieza clave. CPU-E Revista de Investigación Educativa, 15, 69-86.
Maxwell, J. A. (1992). Understanding and validity in qualitative research. Harvard Educational Review, 62(3), 279-300.
Maxwell, J. A. (1996). Qualitative research design: An interactive approach. Londres: Sage.
Maxwell, J. A. y Miller, B. (2008). Categorizing and connecting strategies in qualitative data analysis. En S. Hesse-Biber y P. Leavy (Eds.), Handbook of emergent methods (pp. 461-477). Nueva York: The Guilford Press.
McAlpine, L. y Amundsen, C. (2007). Academic communities and developing identity: The doctoral student journey. En P. Richards (Ed.), Global issues in higher education (pp. 57–83). Nueva York: Nova Publishing.
Miles, M. y Hunerman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
Prior, P. A. (1998). Writing/disciplinarity: A sociohistoric account of literate activity in the academy. Mahwah, NJ: Lawrence Erlbaum Associates.
Russell, D. R. (1995). Activity theory and its implications for writing instruction. En J. Petraglia (Ed.), Reconceiving writing, rethinking writing instruction (pp. 51-78). Mahwah, NJ: Lawrence Erlbaum Associates.
Seloni, L. (2011). Academic literacy socialization of first year doctoral students in US: A micro-ethnographic perspective. English for Specific Purposes, 31(1), 47-59.
Shaw, P. (1991). Science research students’ composing processes. English for Specific Purposes, 10(3), 189-206.
Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge University Press.
Tardy, C. M. (2006). Researching first and second language genre learning: A comparative review and a look ahead. Journal of Second Language Writing, 15(2), 79-101.
Trice, A. G. (2004). Mixing it up: International graduate students’ social interactions with American students. Journal of College Student Development, 45(6), 671-687.
Aitchison, C. y Lee, A. (2006). Research writing: Problems and pedagogies. Teaching in Higher Education, 11(3), 265-278.
Aitchison, C. y Mowbray, S. (2013). Doctoral women: Managing emotions, managing doctoral studies. Teaching in Higher Education, 18(8), 859-870.
Angelova, M. y Riazantseva, A. (1999). “If you don't tell me, how can I know?”: A case study of four international students learning to write the US way. Written Communication, 16(4), 491-535.
Barnacle, R. y Mewburn, I. (2010). Learning networks and the journey of ‘becoming doctor’. Studies in Higher Education, 35(4), 433-444.
Barsky, O. y Dávila, M. (2004). Las tendencias actuales de los posgrados en Argentina. Documento de Trabajo No. 117, Universidad de Belgrano. Recuperado de http://www.clacso-posgrados.net/documentos_aportes/18.pdf
Belcher, D. (1994). The apprenticeship approach to advanced academic literacy: Graduate students and their mentors. English for Specific Purposes, 13(1), 23-34.
Belcher, D. y Hirvela, A. (2005). Writing the qualitative dissertation: what motivates and sustains commitment to a fuzzy genre? Journal of English for Academic Purposes, 4(3), 187-205.
Brunner, J. J. y Ferrada Hurtado, R. (Eds.). (2011). Educación superior en Iberoamérica. Informe 2011. Recuperado de http://www.universia.net/nosotros/files/Educacion_Superior.pdf.
Cadman, K. (1997). Thesis writing for international students: A question of identity? English for Specific Purposes, 16, 3-14.
Caffarella, R. S. y Barnett, B. G. (2000). Teaching doctoral students to become scholarly writers: The importance of giving and receiving critiques. Studies in Higher Education, 25(1), 39-52.
Carlino, P. (2003). La experiencia de escribir una tesis: Contextos que la vuelven más difícil. Anales del Instituto de Lingüística de la Universidad de Cuyo, 25, 41-62.
Carlino, P. (2004a). El proceso de escritura académica: Cuatro dificultades de la enseñanza universitaria. Educere, 8(26), 321-327. Recuperado de http://www.saber.ula.ve/handle/123456789/19901
Carlino, P. (2004b). Enfoque contrastivo para estudiar las culturas académicas: la supervisión de tesis de posgrado en Argentina y en Australia. Memorias de las XI Jornadas de Investigación en Psicología, Facultad de Psicología de la Universidad de Buenos Aires [en CD] (Tomo I, pp. 169-173). Universidad de Buenos Aires.
Carlino, P. (2005). ¿Por qué no se completan las tesis en los posgrados? Obstáculos percibidos por maestrandos en curso y magistri exitosos. Educere, 9(30), 415-420. Recuperado de http://www.saber.ula.ve/handle/123456789/19980
Carlino, P. (2008). Desafíos para hacer una tesis de posgrado y dispositivos institucionales que favorecerían su completamiento. Ponencia presentada en el Segundo Encuentro Nacional y Primero Internacional sobre Lectura y Escritura en Educación Superior, Bogotá, Colombia.
Carlino, P. (2012). Helping doctoral students of Education to face writing and emotional challenges in identity transition. En M. Castelló y C. Donahue (Eds.), University writing: Selves and texts in academic societies (pp. 217-234). Bingley, Inglaterra: Emerald Group Publishing Limited.
Carrasco, C. y Domínguez, M. (2003). Géneros y usos del tiempo: Nuevos enfoques metodológicos. Revista de Economía Crítica, 1, 129-152. Recuperado de http://ideas.repec.org/a/ret/ecocri/rec01_08.html.
Casanave, C. P. (1995). Local interactions: Constructing contexts for composing in a graduate sociology program. En D. Belcher y G. Braine (Eds.), Academic writing in a second language: Essays on research and pedagogy (pp. 83-110). Norwood, NJ: Ablex Publishing Corporation.
Casanave, C. P. (2002). Writing games: Multicultural case studies of academic literacy practices in higher education. Mahwah, NJ: Lawrence Erlbaum Associates.
Colombo, L. (2011). Writing resources used by graduate international students and their effect on academic satisfaction (Tesis doctoral). ProQuest Dissertations and Theses (Nro. UMI 3459921) Resumen disponible en http://gradworks.umi.com/34/59/3459921.html
Colombo, L. (2012a). Escritura de posgrado y aprendizaje situado. En Memorias del IV Congreso Internacional de Investigación y Práctica Profesional en Psicología, XIX Jornadas de Investigación y VIII Encuentro de Investigadores en Psicología del MERCOSUR [en CD] (Vol. 1, pp. 82-85). Universidad de Buenos Aires.
Colombo, L. (2012b, agosto). Grupos de escritura en el posgrado. Ponencia presentada en las VIII Jornadas de Material Didáctico y Experiencias Innovadoras en Educación Superior, Buenos Aires, Argentina. Recuperado de http://www.biomilenio.net/biomilenio/index.html
Conrad, L. (2007). Developing the intellectual and emotional climate for candidates. En C. Denholm y T. Evans (Eds.), Supervising doctorates downunder: Keys to effective supervision in Australia and New Zealand (pp. 36-44). Victoria, Nueva Zelanda: Acer Press.
Creswell, J. W. (2007). Qualitative inquiry y research design: Choosing among five approaches (2da ed.). Thousand Oaks, CA: Sage.
Deem, R. y Brehony, K. J. (2000). Doctoral students’ access to research cultures –are some more unequal than others? Studies in Higher Education, 25(2), 149-165.
De la Fare, M. y Lenz, S. (2012). El posgrado en el campo universitario: Estudio de la expansión de carreras y exploraciones sobre la productividad de tesis en la Argentina. Buenos Aires: Instituto de Estudios y Capacitación-Universidad Nacional de General Sarmiento.
Diezmann, C. M. (2005). Supervision and scholarly writing: Writing to learn and learning to write. Reflective Practice, 6(4), 443-457.
Dressen-Hammouda, D. (2008). From novice to disciplinary expert: Disciplinary identity and genre mastery. English for Specific Purposes, 27(2), 233-252.
Dysthe, O. (2002). Professors as mediators of academic text cultures: An interview study with advisors and Master's degree students in three disciplines in a Norwegian university. Written Communication, 19(4), 493-544.
Evans, T. (2007). Effective supervision of part-time students. En C. Denholm y T. Evans (Eds.), Supervising doctorates downunder: Keys to effective supervision in Australia and New Zealand (pp. 113-120). Victoria, Nueva Zelanda: Acer Press.
Ferenz, O. (2005). EFL writers' social networks: Impact on advanced academic literacy development. Journal of English for Academic Purposes, 4, 339-351.
Hawisher, G. E., Selfe, C. L., Moraski, B. y Pearson, M. (2004). Becoming literate in the information age: Cultural ecologies and the literacies of technology. College Composition and Communication, 55(4), 642-692.
Hidalgo, C. y Passarella, V. (2009). Encuesta “Escritura y producción de conocimiento en carreras de posgrado” administrada a estudiantes de posgrado de diversas instituciones de Argentina y Chile (2005-2006). En E. Narvaja de Arnoux (Ed.), Escritura y producción de conocimiento en las carreras de posgrado (pp. 62-73). Buenos Aires: Santiago Arcos Editor.
Ivanic, R. (1998). Writing and identity: The discoursal construction of identity in academic writing (Vol. 5): Filadelfia: John Benjamins Publishing.
Jeppesen, C., Nelson, A. y Guerrini, V. (2004). Diagnóstico y perspectiva de los estudios de posgrado en Argentina. Buenos Aires: IESAL/UNESCO-Secretaría de Políticas Universitarias/Ministerio de Educación, Ciencia y Tecnología de la República Argentina.
Johanson, R. E. (2001). The role of interactions in academic writing: A collective case study of five Taiwanese doctoral students in a graduate school of education. (Tesis doctoral). ProQuest Dissertations and Theses (Núm. UMI 3008361).
Lave, J. y Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Nueva York: Cambridge University Press.
Lofland, J., Snow, D., Anderson, L. y Lofland, L. H. (2006). Analyzing social settings: A guide to qualitative observation and analysis (4a. ed.). Belmont, CA: Wadsworth.
Martín Torres, G. G. (2012). La escritura de tesis de posgrado en el área de investigación educativa: El acompañamiento, una pieza clave. CPU-E Revista de Investigación Educativa, 15, 69-86.
Maxwell, J. A. (1992). Understanding and validity in qualitative research. Harvard Educational Review, 62(3), 279-300.
Maxwell, J. A. (1996). Qualitative research design: An interactive approach. Londres: Sage.
Maxwell, J. A. y Miller, B. (2008). Categorizing and connecting strategies in qualitative data analysis. En S. Hesse-Biber y P. Leavy (Eds.), Handbook of emergent methods (pp. 461-477). Nueva York: The Guilford Press.
McAlpine, L. y Amundsen, C. (2007). Academic communities and developing identity: The doctoral student journey. En P. Richards (Ed.), Global issues in higher education (pp. 57–83). Nueva York: Nova Publishing.
Miles, M. y Hunerman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
Prior, P. A. (1998). Writing/disciplinarity: A sociohistoric account of literate activity in the academy. Mahwah, NJ: Lawrence Erlbaum Associates.
Russell, D. R. (1995). Activity theory and its implications for writing instruction. En J. Petraglia (Ed.), Reconceiving writing, rethinking writing instruction (pp. 51-78). Mahwah, NJ: Lawrence Erlbaum Associates.
Seloni, L. (2011). Academic literacy socialization of first year doctoral students in US: A micro-ethnographic perspective. English for Specific Purposes, 31(1), 47-59.
Shaw, P. (1991). Science research students’ composing processes. English for Specific Purposes, 10(3), 189-206.
Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge University Press.
Tardy, C. M. (2006). Researching first and second language genre learning: A comparative review and a look ahead. Journal of Second Language Writing, 15(2), 79-101.
Trice, A. G. (2004). Mixing it up: International graduate students’ social interactions with American students. Journal of College Student Development, 45(6), 671-687.
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2014-07-25
