Any research project requires lots of reading.  I thought it might be useful to share bibliographies around specific topics.  I’ll post these here.

Writing Studies References

Abasi, A. R., Akbari, N., & Graves, B. (2006). Discourse appropriation, construction of identities, and the complex issue of plagiarism: ESL students writing in gradu­ate school. Journal of Second Language Writing, 15, 102-117.

Abasi, A. R., & Graves, B. (2008). Academic literacy and plagiarism: Conversations with international graduate students and disciplinary professors. Journal of English for Academic Purposes, 7, 221-233.

Abbate-Vaughn, J. (2007). The Graduate Writing Challenge: A Perspective from an Urban Teacher Education Program. Action in Teacher Education, 29(2), 51-60.

Abdollahzadeh, E., Amini Farsani, M., & Beikmohammadi, M. (2017). Argumentative Writing Behavior of Graduate EFL Learners. Argumentation, 31(4), 641-661.

Aitchison, C. (2009). Writing groups for doctoral education. Studies in Higher Education, 34(8), 905-916.

Aitchison, C. (2015). Writing the Practice/Practise the Writing: Writing Challenges and Pedagogies for Creative Practice Supervisors and Researchers. Educational Philosophy and Theory, 47(12), 1291-1303.

Aitchison, C., Catterall, J., Ross, P., & Burgin, S. (2012). “Tough love and tears”: Learning doctoral writing in the sciences. Higher Education Research & Development, 31(4), 435-447. doi: 10.1080/07294360.2011.559195

Aitchison, C., & Guerin, C. (Eds.). (2014). Writing Groups for Doctoral Education and Beyond: Innovations in Practice and Theory. New York, NY: Routledge.

Aitchison, C.,  Kamler, B., & Lee, A. (Eds.). (2010). Publishing Pedagogies for the Doctorate and Beyond. London, Routledge.

Aitchison, C., & Lee, A. (2006). Research writing: Problems and pedagogies. Teaching in Higher Education, 11(3), 265-278.

Aitchison, C., & Lee, A. (2010). Writing in, writing out: doctoral writing as peer work. In M. Walker, & P. Thomson (Eds.), The Routledge Doctoral Supervisor’s Companion (pp. 260-269). Oxon, UK, Routledge.

Aitchison, C., & Paré, A. (2012). Writing as craft and practice in the doctoral curriculum. In A. Lee & S. Danby (Eds.), Reshaping doctoral education: International approaches and pedagogies (pp. 12-25). New York, NY: Routledge.

Almond, N. (2015). Teaching in the cloud: A virtualised collaborative writing methodology to support the development of post/graduate academic literacy. In C. Badenhorst, & C. Guerin (Eds.), Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (pp. 407-424). Leiden, Amsterdam: Brill Publishing.

Amell, B., & Badenhorst, C. M. (2018). Introduction: Play, visual strategies and innovative approaches to graduate student writing development. Canadian Journal for Studies in Discourse and Writing/Rédactologie, 28, 26-32.

Amell, B., & Badenhorst, C. M. (2018). Inextricable: Doctoral writing, engagement and creativity. Student Engagement in Higher Education Journal. Manuscript submitted for publication.

Amell, B., & Blouin-Hudon, E. M. C. (2018). Engaging with play and graduate writing development. Canadian Journal for Studies in Discourse and Writing/Rédactologie, 28, 33-56.

Aranha, S. (2009). The development of a genre-based writing course for graduate students in two fields. In C. Bazerman, A. Bonini, & D. Figueiredo (Eds.), Genre in a changing world (pp. 465-482). West Lafayette: Parlor and Fort Collins: The WAC Clearinghouse.

Asongu, S. A., & Nwachukwu, J. C. (2017). PhD by publication as an argument for innovation and technology transfer: With emphasis on Africa. Higher Education Quarterly. doi: 10.1111/hequ.12141

Autry, M. K., & Carter, M. (2015). Unblocking Occluded Genres in Graduate Writing: Thesis and Dissertation Support Services at North Carolina State University. Composition Forum, 31. Retrieved from

Badenhorst, C. M. (2007). Research writing: Breaking the barriers. Pretoria: Van Schaik.

Badenhorst, C. M. (2008). Dissertation writing: A research journey. Pretoria: Van Schaik.

Badenhorst, C. M. (2017). Literature reviews, citations and intertextuality in graduate student writing. Journal of Further and Higher Education, 1-13. doi: 10.1080/0309877X.2017.1359504

Badenhorst, C. M. (2018). Citation practices of postgraduate students writing literature reviews. London Review of Education, 16(1), 121-135.  

Badenhorst, C. M. (2018). Emotions, play and graduate student writing. Canadian Journal for Studies in Discourse and Writing/Rédactologie, 28, 103-126.

Badenhorst, C. M. (2018). Graduate student writing: Complexity in literature reviews. Studies in Graduate and Postdoctoral Education, 9(1), 58-74.  

Badenhorst, C. M., & Guerin, C. (Eds.). (2015). Research Literacies and Writing Pedagogies for Masters and Doctoral Writers. Leiden, Amsterdam: Brill Publishing.

Badenhorst, C. M., & Guerin, C. (2015). Post/graduate research literacies and writing pedagogies. In C. Badenhorst, & C. Guerin (Eds.), Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (pp. 3-28). Leiden, Amsterdam: Brill Publishing.

Badenhorst, C. M., Moloney, C., Rosales, J., & Dyer, J. (2012). Graduate research writing:  A pedagogy of possibility. LEARNing Landscapes, 6(1), 63-80.

Badenhorst, C. M., Moloney, C., Rosales, J., & Dyer, J. (2015). Thinking through play: “Visual” approaches to post/graduate research writing. In C. M. Badenhorst, & C. Guerin (Eds.), Research literacies and writing pedagogies for masters and doctoral writers (pp. 335-355).   Leiden, Amsterdam: Brill Publishing.

Badenhorst, C. M., Moloney, C., Rosales, J., Dyer, J., & Murray, M. (2015). Thinking creatively about research. In T. Lillis, K. Harrington, M. Lea & S. Mitchell (Eds.), Working with academic literacies:  Research, theory, design (pp. 227-254). WAC Clearinghouse/Parlor Press: South Carolina.

Badenhorst, C. M., Moloney, C., Rosales, J., Dyer, J., & Ru, L. (2015). Beyond deficit: Graduate student research-writing pedagogies. Teaching in Higher Education, 20(1), 1-11.

Badenhorst, C. M., & Xu, X. (2016). Academic publishing: Making the implicit explicit. Publications, 4(24), 1-16. doi:10.3390/publications4030024

Badley, G. (2009). Publish and be doctor-rated: the PhD by published work. Quality Assurance in Education, 17(4), 331-342.

Badley, G. (2014). Pragmatist supervision of doctoral writers. Quality Assurance in Education, 22(4), 384-396.

Baggs, J. G. (2011). The dissertation manuscript option, internet posting, and publication. Research in nursing & health, 34(2), 89-90.

Bair, M. A., & Mader, C. E. (2013). Academic Writing at the Graduate Level: Improving the Curriculum through Faculty Collaboration. Journal of University Teaching and Learning Practice, 10(1), 1-13.

Baptista, A., Frick, L., Holley, K., Remmik, M., Tesch, J., & Âkerlind, G. (2015). The doctorate as an original contribution to knowledge: Considering relationships between originality, creativity, and innovation. Frontline  Learning  Research, 3(3), 55-67.

Bardi, M., & Muresan, L. (2015). Changing research writing practices in Romania: Perceptions and attitudes. In K. Bennett (Ed.), The Semiperiphery of Academic Writing: Discourses, Communities and Practices (pp. 121-147). Berlin: De Gruyter.

Bargar, R. R., & Duncan, J. K. (1982). Cultivating Creative Endeavor in Doctoral Research. The Journal of Higher Education, 53(1), 1-31.

Barnacle, R., & Dall’Alba, G. (2013). Beyond skills: Embodying writerly practices through the doctorate. Studies in Higher Education, 39(7), 1139-1149.

Barrett, T., & Hussey, J. (2015). Overcoming problems in doctoral writing through the use of visualisations: Telling our stories. Teaching in Higher Education, 20(1), 48-63.

Bartkowski, J., Deem, C., & Ellison, C. (2015). Publishing in Academic Journals: Strategic Advice for Doctoral Students and Academic Mentors. The American Sociologist, 46(1), 99-115.

Basturkmen, H., East, M., & Bitchener, J. (2014). Supervisors’ on-script feedback comments on drafts of dissertations: socialising students into the academic discourse community. Teaching in Higher Education, 19(4), 432-445.

Bawa, P., & Watson, S. (2017). A Phenomenological Study of Graduate Chinese Students’ English Writing Challenges. The Qualitative Report, 22(3), 779-796.

Belcher, W. L. (2009). Reflections on ten years of teaching writing for publication to graduate students and junior faculty. Journal of Scholarly Publishing, 40(2), 184-200. doi:10.3138/jsp.40.2.184

Belcher, W. L. (2009). Writing your journal article in twelve weeks: A guide to academic publishing success. Thousand Oaks, CA: SAGE.

Bitchener, J., & Basturkmen, H. (2006). Perceptions of the difficulties of postgraduate l2 thesis students writing the discussion section. Journal of English for Academic Purposes, 5(1), 4-18.

Blair, L. (2016). Writing a Graduate Thesis or Dissertation. Rotterdam: Sense Publishers.

Bluett, J. (2010). Oh, do not ask ‘What is it?’ An explication of the PhD through creative practice and its implications for the teaching of English. English in Education, 44(1), 45-58.

Boadu M., & Sorour, M. K. (2015). On Utilizing Grounded Theory in Business Doctoral Research: Guidance on the Research Design, Procedures, and Challenges. International Journal of Doctoral Studies, 10, 143-166.

Bonini, A. (2006). Discursive Practices and the Teaching of Academic Writing: Notions about Writing Presented by Master Students. Linguagem em (Dis)curso, 6(3), 413-446.

Boote, D. N., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational researcher, 34(6), 3-15.

Bosanquet, A., & Cahir, J. (2015). “What feelings didn’t I experience!”: Affect and identity in PhD writing. In C. M. Badenhorst, & C. Guerin (Eds.), Research literacies and writing pedagogies for masters and doctoral writers (pp. 132-148). Leiden, Amsterdam: Brill Publishing.

Botelho de Magalhães, M., Cotterall, S., & Mideros, D. (2018). Identity, voice and agency in two EAL doctoral writing contexts. Journal of Second Language writing. Advanced online publication. Retrieved from

Boud, D., & Lee, A. (2009). Changing Practices of Doctoral Education. New York, NY: Routledge.

Bourke, N., & Neilsen, P. (2004). The Problem of the Exegesis in Creative Writing Higher Degrees. TEXT Special Issue, 3. Retrieved from

Braine, G. (2002). Academic literacy and the nonnative speaker graduate student. Journal of English for Academic Purposes, 1, 59-68.

Brause, R. S. (2003). Writing your doctoral dissertation: invisible rules for success. London: RoutledgeFalmer.

Brien, D. (2008). Publish or perish? Investigating the doctorate by publication in writing. The Refereed Proceedings of the 13th Conference of the Australian Association of Writing Programs, University of Technology, Sydney.

Broadhurst, K. (2014). Academic publishing and the doctoral student: Lessons from Sweden. Qualitative Social Work: Research and Practice, 13(5), 595-601.

Brodin, E. M. (2018). The stifling silence around scholarly creativity in doctoral education: Experiences of students and supervisors. Higher Education, 75, 655-673.

Brodin, E. M., & Frick, L. (2011). Conceptualizing and encouraging critical creativity in doctoral education. International Journal for Researcher Development, 2(2), 133-151.

Buell, M. Z. (2015). Negotiating Rich Response Networks and Textual Ownership in Dissertation Writing. In C. Badenhorst, & C. Guerin (Eds.), Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (pp. 221-237). Leiden, Amsterdam: Brill Publishing.

Bui, Y. N. (2014). How to write a master’s thesis (2nd ed.). Thousand Oaks, CA: Sage.

Burford, J. (2017). Conceptualising doctoral writing as an affective-political practice. International Journal of Doctoral Studies, 12, 17-32.

Burgess, S., & Cargill, M. (2013). Using genre analysis and corpus linguistics to teach research article writing. In V. Matarese (Ed.), Supporting Research Writing: Roles and Challenges in Multilingual Settings (pp. 55-71). Oxford: Chandos Publishing.

Burgoine, T., Hopkins, P., Rech, M. F., & Zapata, G. P. (2011). “These kids can’t write abstracts”: reflections on a postgraduate writing and publishing workshop. Area, 43(4), 463-469. doi: 10.1111/j.1475-4762.2011.01030.x

Busl, G., Donnelly, K. L., & Capdevielle, M. (2015). Camping in the Disciplines: Assessing the Effect of Writing Camps on Graduate Student Writers. Across the Disciplines, 12(3). Retrieved from

Caffarella, R. S., & Barnett, B.G. (2000). Teaching doctoral students to become scholarly writers: The importance of giving and receiving critiques. Studies in Higher Education, 21(1), 39-52. doi:10.1080/030750700116000

Cahusac de Caux, B. K. C. D., Lam, C. K. C., Lau, R., Hoang, C. H., & Pretorius, L. (2017). Reflection for learning in doctoral training: writing groups, academic writing proficiency and reflective practice. Reflective Practice, 18(4), 463-473.

Calabrese, R. L., & Smith, P. A. (2010). Faculty mentor’s wisdom conceptualizing, writing, and defending the dissertation. Lanham: Rowman & Littlefield Education.

Calman, L. (2001). Writing your doctoral dissertation—invisible rules for success. Journal of Advanced Nursing, 33(2), 269-26.

Can, G., & Walker, A. (2011). A Model for Doctoral Students’ Perceptions and Attitudes toward Written Feedback for Academic Writing. Research in Higher Education, 52(5), 508-536.

Can, G., & Walker, A. (2014). Social science doctoral students’ needs and preferences for written feedback. Higher Education, 68(2), 303-318.

Candy, L., & Edmonds, E. (2018). Practice-Based Research in the Creative Arts: Foundations and Futures from the Front Line. Leonardo, 51(1), 63-69.

Caplan, N. A. (2012). Grammar choices for graduate and professional writers. Ann Arbor: University of Michigan Press.

Caplan, N. (2014, March). What do our graduate writers really need? Paper presented at the TESOL Convention, Portland, Oregon.

Capps, D. (2014). Method, Models, and Scholarly Types: Reflections on Thesis and Dissertation Writing in Pastoral Theology. Pastoral Psychology, 63(5), 551-560.

Cargill, M., Cadman, K., & McGowan, U.  (2001). Postgraduate writing: Using intersecting genres in a collaborative, content-based program. In I. Leki (Ed.), Academic writing programs (pp. 85-96). Alexandria, VA: TESOL.

Carter, N. (2012). Action research: Improving graduate level writing. Educational Action Research, 20(3), 407-421.

Carter, S. (2008). Examining the doctoral thesis: a discussion. Innovations in Education and Teaching International, 45(4), 365-374.

Carter, S. (2011). Doctorate as genre: supporting thesis writing across campus. Higher Education Research & Development, 30(6), 725-736.

Carter, S., & Kumar, V. (2015). ‘Ignoring me is part of learning’: Supervisory feedback on doctoral writing. Innovations in Education and Teaching International, 54(1), 68-75.

Casanave, C. P. (2003). Multiple uses of applied linguistics literature in a multi-disciplinary graduate EAP class. ELT Journal, 57, 43-50.

Casanave, C. P. (2014). Before the Dissertation: A Textual Mentor for Doctoral Students at Early Stages of a Research Project. Ann Arbor, MI: University of Michigan Press.

Casanave, C. P., & Li, X. (Eds.). (2008). Learning the literacy practices of graduate school: Insiders’ reflections on academic enculturation. Ann Arbor: University of Michigan Press.

Casanave, C. P.,  & Vandrick, S. (Eds.). (2003). Writing for scholarly publication: Behind the scenes in language education. Mahwah, NJ: Lawrence Erlbaum Associates.

Castelló, M., Iñesta, A., & Corcelles, M. (2013). Learning to write a research article: PhD students’ transitions toward disciplinary writing regulation. Research in the Teaching of English, 47(4), 442-478.

Catterall, J., Ross, P., Aitchinson, C., & Burgin, S. (2011). Pedagogical approaches that facilitate writing in postgraduate research candidature in science and technology. Journal of University Teaching & Learning Practice, 8(2), 1-10.

Chang, C.-F., & Kuo, C.-H. (2011). A corpus-based approach to online materials development for writing research articles. English for Specific Purposes, 30(3), 222-234.

Chang, P. (2016). EFL Doctoral Students’ Conceptions of Authorial Stance in Academic Research Writing: An Exploratory Study. RELC Journal, 47(2), 175-192.

Charles, M. (2007). Reconciling top-down and bottom-up approaches to graduate writing: Using a corpus to teach rhetorical functions. Journal of English for Academic Purposes, 6(4), 289-302. doi:10.1016/j.jeap.2007.09.009

Charles, M., Farr-Wharton, B., von der Heidt, T., & Sheldon, N. (2017). Evaluating Perry’s structured approach for professional doctorate theses. Education + Training, 59(2), 215-230.

Chatterjee-Padmanabhan, M., & Nielsen, W. (2018). Preparing to cross the research proposal threshold: A case study of two international doctoral students. Innovations in Education and Teaching International, 55(4), 417-424.

Chatterjee-Padmanabhan, M., & Rossetto, L. C. (2017). Doctoral writing advisors navigating the supervision terrain. Innovations in Education and Teaching International, 54(6), 580-589.

Chen, C. W. Y. (2010). Graduate students’ self-reported perspectives regarding peer feedback and feedback from writing consultants. Asia Pacific Education Review, 11(2), 151-158.

Chen, Q. (2019). Theme-Rheme structure in Chinese doctoral students’ research writing—From the first draft to the published paper. Journal of English for Academic Purposes, 37, 154-167.

Cheng, A. (2006). Analyzing and enacting academic criticism: The case of an L2 graduate learner of academic writing. Journal of Second Language Writing, 15(4), 279-306.

Cheng, A. (2008). Analyzing Genre Exemplars in Preparation for Writing: The Case of an L2 Graduate Student in the ESP Genre-Based Instructional Framework of Academic Literacy. Applied Linguistics, 29(1), 50-71.

Cheng, A. (2018). Genre and graduate-level research writing. Ann Arbor, Michigan: University of Michigan Press.

Cheng, Y. (2014). Dissertation grant proposals as “writing games’: An exploratory study of two L2 graduate students’ experiences. English for Specific Purposes, 36, 74-84.

Chittum, J. R., & Bryant, L. H. (2014). Reviewing to Learn: Graduate Student Participation in the Professional Peer-Review Process to Improve Academic Writing Skills. International Journal of Teaching and Learning in Higher Education, 26(3), 473-484.

Cho, S. (2004). Challenges of entering discourse communities through publishing in English: Perspectives of nonnative-speaking doctoral students in the United States of America. Journal of Language, Identity & Education, 3(1), 47-72.

Clark, I. L. (2005). Entering the conversation: Graduate thesis proposals as genre. Profession, 1, 141-151.

Clark, I. L. (2007). Writing the successful thesis and dissertation: Entering the conversation. Upper Saddle River, NJ: Prentice Hall.

Collins, J. (2015). Writer’s forum – Writing for publication while in graduate school: An accessible reality. New horizons in Adult Education & Human Resource development, 27(1), 51-55. doi:10.1002/nha3.20094

Cooper, A., & Bikowski, D. (2007). Writing at the graduate level: What tasks do professors actually require? Journal of English for Academic Purposes, 6, 206-211.

Cotterall, S. (2011). Doctoral students writing: Where’s the pedagogy? Teaching in Higher Education, 16(4), 413-425. doi:10.1080/13562517.2011.560381

Curry, M. J. (2012). Transcending “traditional academic boundaries”: Designing and implementing a science communication course for science and engineering PhD students. Journal of the IATEFL ESP SIG, 40, 4-7.

Curry, M.  J., & Lillis, T. (2013). A scholar’s guide to getting published in English: Critical choices and practical strategies. Bristol: Multilingual Matters.

Cuthbert, D., & Spark, C. (2008). Getting a GRiP: Examining the Outcomes of a Pilot Program to Support Graduate Research Students in Writing for Publication. Studies in Higher Education, 33(1), 77-88.

Cuthbert, D., Spark, C., & Burke, E. (2009). Disciplining writing: The case for multi‐disciplinary writing groups to support writing for publication by higher degree by research candidates in the humanities, arts and social sciences. Higher Education Research & Development, 28(2), 137-149. doi:10.1080/07294360902725025

Davies, R. E., & Rolfe, G. (2009). PhD by publication: A prospective as well as retrospective award? Some subversive thoughts. Nurse Education Today, 29, 590-594.

Davis, G. B., Parker, C. A., & Straub, D. W. (2012). Writing the doctoral dissertation : A systematic approach (3rd ed.). Hauppauge, NY: Barrons Educational Series.

De Jong, M. J., Moser, D. K., & Hall, L. A. (2005). The manuscript option dissertation: multiple perspectives. Nurse author & editor, 15(3), 3-4, 7-9.

De Kleijn, R. A. M., Mainhard, M. T., Meijer, P. C., Brekelmans, M., & Pilot, A. (2013). Master’s Thesis Projects: Student Perceptions of Supervisor Feedback. Assessment & Evaluation in Higher Education, 38(8), 1012-1026.

Deem, R., & Brehony, K. J. (2000). Doctoral students’ access to research cultures: Are some more equal than others? Studies in Higher Education, 25(2), 149-165.

Dellgran, P., & Höjer, S. (2012). The politics of social work research—Ph.D. theses in Sweden. European Journal of Social Work, 15(4), 581-597.

Delyser, D. (2003). Teaching graduate students to write : A seminar for thesis and dissertation writers. Journal of Geography in Higher Education, 27(2), 169-181. doi:10.1080/0309826032000107487

Dietz, G. L., Kehler, D. R., & Yoon, K. H. (2015). Together and Undone: Motion, Style and Stance as Post/Graduate Research Literacies. In C. Badenhorst, & C. Guerin (Eds.) Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (pp. 149-165). Leiden, Amsterdam: Brill Publishing.

Ding, H. (2008). The use of cognitive and social apprenticeship to teach a disciplinary genre: Initiation of graduate students into NIH grant writing. Written Communication, 25(1), 3-52.

Divsar, H. (2018). Exploring the Challenges Faced by Iranian TEFL Students in their Doctoral Dissertation Writing. International Journal of English Language and Translation Studies, 6(3), 195-203.

Dobson, T. (2014). Naming the Unnamable Researching Identities through Creative Writing. Rotterdam: Sense Publishers.

Dominguez, R. (2006). Completing the dissertation : It’s not only about academics. College Teaching Methods & Styles Journal, 2(2), 21-24.

Douglas, J. (2015). Developing an English for Academic Purposes course for L2 graduate students in the sciences. Across the Disciplines, 12(3). Retrieved from

Dowling, D. A., Savrin, C., & Graham, G. C. (2013). Writing for publication: perspectives of graduate nursing students and doctorally prepared faculty. The Journal of nursing education, 52(7), 371-375.

Dowse, C., & Van Rensburg, W. (2015). “A Hundred Times We Learned from One Another” Collaborative Learning in an Academic Writing Workshop. South African Journal of Education, 35(1), 1-12.

Doyle, S., Manathunga, C., Prinsen, G., Tallon, R., & Cornforth, S. (2018). African International Doctoral Students in New Zealand: Englishes, Doctoral Writing and Intercultural Supervision. Higher Education Research and Development, 37(1), 1-14.

Dunleavy, P. (2003). Authoring a PhD: How to Plan, Draft, Write and Finish a Doctoral Thesis or Dissertation. Houndmills, Basingstoke: Palgrave Macmillan.

Durling, D. (2013, May). Understanding the PhD by Publication. Paper presented at 2nd International Conference for Design Education Researchers, DROslo, Norway.

Eckstein, G., Evans, K., Moglen, D., & Whitener, W. (2017). Graduate writing groups: An interdisciplinary approach to writing productivity. Journal of Teaching English for Specific and Academic Purposes5(1), 1-11.

Eldaba, A., & Isbell, J. (2018). Writing Gravity: International Female Graduate Students’ Academic Writing Experiences. Journal of International Students, 8(4), 1879-1890.

Emmioğlu, E., Mcalpine, L., & Amundsen, C. (2017). Doctoral students’ experiences of feeling (or not) like an academic. International Journal of Doctoral Studies, 12, 073-090.

Engels-Schwarzpaul, A. C.,  & Peters, M. A. (Eds). (2013). Of Other Thoughts: Non-Traditional Ways to the Doctorate A Guidebook for Candidates and Supervisors. Rotterdam: Sense Publishers.

Ens, A. H., Boyd, K., Matczuk, L. A., & Nickerson, L. A. (2011). Graduate students’ evolving: Perceptions of writing collaboratively. Canadian Journal of Higher Education, 41(2), 62-81.

Eriksson, A., & Nordrum, L. (2018). Unpacking challenges of data commentary writing in master’s thesis projects: an insider perspective from chemical engineering. Research in Science & Technological Education, 36(4), 499-520.

Eyres, S. J., Hatch, D. H., Turner, S. B., & West, M. (2001). Doctoral students’ responses to writing critique: messages for teachers. The Journal of nursing education, 40(4), 149-155.

Fazel, I., & Shi, L. (2015). Citation behaviors of graduate students in grant proposal writing. Journal of English for Academic Purposes, 20, 203-214.

Feak, C. (2016). EAP support for post-gradaute students. In K. Hyland & P. Shaw (Eds.), The Routledge handbook of English for academic purposes (pp. 489-501). New York: Routledge.

Feak, C. (2016). EAP writing support for the research process: Questions and emerging issues. Synergy, 12(1), 36-53.

Feak, C., & Swales, J. M. (2009). Telling a research story: Writing a literature review. Ann Arbor: University of Michigan Press.

Feldon, D. F., Peugh, J., Timmerman, B. E., Maher, M. A., Hurst, M., Strickland, D., … & Stiegelmeyer, C. (2011). Graduate students’ teaching experiences improve their methodological research skills. Science, 333(6045), 1037-1039.

Feldon, D. F., Shukla, K. D., & Anne Maher, M. (2016). Faculty–student coauthorship as a means to enhance STEM graduate students’ research skills. International Journal for Researcher Development, 7(2), 178-191.

Ferguson, T. (2009). The ‘write’ skills and more: A thesis writing group for doctoral students. Journal of Geography in Higher Education, 33(2), 285-297.

Ferreira, M. M. (2015). Challenges for Brazilian post/graduate students writing in the academy: Insights for future pedagogical interventions. In C. Badenhorst, & C. Guerin (Eds.),  Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (pp. 93-112). Leiden, Amsterdam: Brill Publishing.

Fisher, C. M. (2010). Researching and writing a dissertation: a guidebook for business students (3rded.). Harlow: Financial Times Prentice Hall.

Fisher, E., & Thompson, R. (2014). Enjoy writing your science thesis or dissertation!: a step-by-step guide to planning and writing a thesis or dissertation for undergraduate and graduate science students. London: Imperial College Press.

Francis, K., Mills, J., Chapman, Y., & Birks, M. (2009). Doctoral Dissertations by Publication: Building Scholarly Capacity Whilst Advancing New Knowledge in the Discipline of Nursing. International Journal of Doctoral Studies, 4, 97-106.

Fredericks, B., & Brien, D. L. (2014). I have pen, book and food – now, let’s write: indigenizing a postgraduate writing workshop. AlterNative: An International Journal of Indigenous Peoples, 10(4), 422-433.

Fredericksen, E., & Mangelsdorf, K. (2014). Graduate writing workshops: Crossing languages and disciplines. In T. M. Zawacki, & M. Cox (Eds.), WAC and second language writers: Research towards linguistically and culturally inclusive practices and programs (pp. 347-367). Perspectives on writing series. WAC Clearinghouse and Parlor Press.

Freeman, S. Jr. (2018). The manuscript dissertation: A means of increasing competitive edge for tenure-track faculty positions. International Journal of Doctoral Studies, 13, 273-292.

French, A. (2015) Exploring post/graduate academic writing practices, research literacies and writing identities. In C. Badenhorst, & C. Guerin (Eds.) Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (pp. 113-131). Leiden, Amsterdam: Brill Publishing.

Frick, L. (2012). Pedagogies for creativity in science doctorates. In A. Lee, & S. Danby (Eds.), Reshaping doctoral education: International approaches and pedagogies (pp. 113-127). New York, NY: Routledge.

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