Enquiring into writing development across research degrees: a new generative model

Odena, O. and Burgess, H. (2013) Enquiring into writing development across research degrees: a new generative model. In: British Educational Research Association (BERA) Annual Conference, University of Sussex, Falmer, Brighton, UK, 3-5 Sep 2013,

86614.pdf - Accepted Version



This paper reports a UK Higher Education Academy funded study aimed at exploring research students’ perceptions of what helps them develop their academic writing. Recent graduates and students from across disciplines were asked questions around four themes: (a) supervisors’ feedback; (b) training; (c) cohort experiences; and (d) personal strategies for writing development. This paper builds on the interim results discussed at BERA 2012 and presents a new generative model of research students’ academic writing development. The model includes the factors influencing this development and captures the dynamic processes that affect higher level thinking. The model may be used as a discussion tool to build a shared student-staff understanding of effective feedback for academic writing across research degree providers globally.

Item Type:Conference Proceedings
Additional Information:This research was funded by the Higher Education Academy, Grant Ref. FCS 664.
Glasgow Author(s) Enlighten ID:Odena, Professor Oscar
Authors: Odena, O., and Burgess, H.
College/School:College of Social Sciences > School of Education > Robert Owen Centre
Copyright Holders:Copyright © 2013 The Authors
Publisher Policy:Reproduced with the permission of the authors
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Project CodeAward NoProject NamePrincipal InvestigatorFunder's NameFunder RefLead Dept
632011Enhancing feedback for academic writing across research degreesOscar OdenaHigher Education Academy (HEA-EDUC)FCS 664SCHOOL OF EDUCATION