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 http://compositionforum.com

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 https://www.journals.elsevier.com/journal-of-second-language-writing

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 http://www.textjournal.com.au/speciss/issue3/bourke.htm

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 http://wac.colostate.edu/atd/graduate_wac/busletal2015.cfm

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 http://wac.colostate.edu/atd/graduate_wac/douglas2015.cfm

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.

Furneaux, C. (2015). Becoming a Post/Graduate Writer in a Social Science Discipline. In C. Badenhorst, & C. Guerin (Eds.) Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (pp. 166-183). Leiden, Amsterdam: Brill Publishing.

Gaillet, L. L. (2005). Addressing the Sociocultural-Socioeconomic Dimensions of Graduate Writing Instruction Amidst the “Crisis in Academic Publishing”. Issues in Writing, 15(2), 164-187.

Gao, L. (2012). Investigating ESL Graduate Students’ Intercultural Experiences of Academic English Writing: A First Person Narration of a Streamlined Qualitative Study Process. The Qualitative Report, 17(12), 1-25.

Garbus, J. (2005). Tutoring graduate students in the writing center. Academic Exchange Quarterly, 9(3), 172-175.

Gardner, S. A., Salto, L. M., Riggs, M. L., Casiano, C. A., & De Leon, M. (2018). Supporting the Writing Productivity of Biomedical Graduate Students: An Integrated, Structured Writing Intervention. CBE – Life Sciences Education, 17(3). doi: 10.1187/cbe.16-12-0350

Garman, N. B., & Piantanida, M. (Eds.). (2005). The Authority to Imagine: The Struggle Toward Representation in Dissertation Writing. New York: Peter Lang.

Gillespie, P. (2007). Graduate writing consultants for PhD programs part 1: Using what we know: Networking and planning. The Writing Lab Newsletter, 32(2), 1-6.

Gillespie, P., Heidebrecht, P., & Lamascus, L. (2008). From design to delivery: The graduate writing consultant course (part 2). The Writing Lab Newsletter, 32(8), 8-11.

Gilmore, J., Strickland, D., Timmerman, B., Maher, M., & Feldon, D. (2010). Weeds in the flower garden: An exploration of plagiarism in graduate students’ research proposals and its connection to enculturation, ESL, and contextual factors. International Journal for Educational Integrity, 6(1), 13-28.

Glew, R. H. (2002). A Manuscript Writing Course for Biochemistry Undergraduates and Graduate Students in the Biomedical Sciences. Electronic Journal of Biotechnology, 5(1), 27-28.

Goff, W. M., & Getenet, S. (2017). Design Based Research in Doctoral Studies: Adding a New Dimension to Doctoral Research. International Journal of Doctoral Studies, 12, 107-121.

Golde, C. M. (2007). Signature pedagogies in doctoral education: Are they adaptable for the preparation of education researchers? Educational Researcher, 36(6), 344-351.

Golovushkina, E., & Milligan, C. (2012). Developing early stage researchers: Employability perceptions of social science doctoral candidates. International Journal for Researcher Development, 3(1), 64-78.

Gonzalez, M., & Moore, N. S. (2018). Supporting Graduate Student Writers With VoiceThread. Journal of Educational Technology Systems, 46(4), 485-504.

González-Ocampo, G., & Castelló, M. (2018). Writing in doctoral programs: examining supervisors’ perspectives. Higher Education, 76(3), 387-401.

Goward, P. (2015). Stories from my PhD journey: rewriting my methodology chapter. International Journal for Researcher Development, 6(1), 93-104.

Granello, D. H. (2001). Promoting cognitive complexity in graduate written work: Using Bloom’s Taxonomy as a pedagogical tool to improve literature reviews. Counselor Education and Supervision, 40(4), 292-307.

Grav, P. F., & Cayley, R. (2015). Graduate student writers : Assessing needs across the “linguistic divide.” Writing & Pedagogy, 7(1), 69-93. doi:10.1558/wap.v7i1.17236

Graves, J. M., Postma, J., Katz, J. R., Kehoe, L., Swalling, E., & Barbosa-Leiker, C. (2018). A National Survey Examining Manuscript Dissertation Formats Among Nursing PhD Programs in the United States. Journal of Nursing Scholarship, 50(3), 314-323.

Gross, D., Alhusen, J., & Jennings, B. M. (2012). Authorship ethics with the dissertation manuscript option. Research in Nursing & Health, 35(5), 431-434.

Guerin, C. (2013). Rhizomatic research cultures, writing groups and academic researcher identities. International Journal of Doctoral Studies, 8, 137-150.

Guerin, C. (2015) Connecting the dots: Writing a doctoral thesis by publication. In C. Badenhorst & C. Guerin (Eds.) Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (pp. 31-50). Leiden, Amsterdam: Brill Publishing.

Guerin, C., Xafis, V., Doda, D. V., Gillam, M. H., Larg, A. J., Luckner, H., … Xu, C. (2013). Diversity in collaborative research communities: A multicultural, multidisciplinary thesis writing group in public health. Studies in Continuing Education, 35(1), 65-81. doi:10.1080/0158037X.2012.684375

Gurman, D., & Brunner, M. (2015). Dissertation to Book: Successful Open Access Outreach to Graduate Students. Journal of Library Innovation, 6(1), 40-59.

Haas, S. (2011). A writer development group for master’s students: Procedures and benefits. Journal of Academic Writing, 1(1), 88-99.

Haas, S. (2014). Pick-n- mix: A typology of writers’ groups in use. In C. Aitchison & C. Guerin (Eds.), Writing Groups for Doctoral Education and Beyond (pp. 30-47). New York, NY: Routledge.

Habibie, P. (2015).Writing for Scholarly Publication in a Canadian Higher Education Context: A Case Study. In C. Badenhorst, & C. Guerin (Eds.), Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (pp. 51-67). Leiden, Amsterdam: Brill Publishing.

Hagen, N. T. (2010). Deconstructing doctoral dissertations: how many papers does it take to make a PhD? Scientometrics, 85, 567-579.

Harper, R., & Vered, K. O. (2017). Developing communication as a graduate outcome: using ‘Writing Across the Curriculum’ as a whole-of-institution approach to curriculum and pedagogy. Higher Education Research & Development36(4), 688-701.

Hartley, J. (2011). Publishing pedagogies for the doctorate and beyond. Studies in Higher Education, 36(1), 121-123.  

Harwood, N. (2010). Research-based materials to demystify academic citation for postgraduates. In N. Harwood (Ed.), English language teaching materials: Theory and practice (pp. 301-321). New York: Cambridge University Press.

Hays, M. M. (2005). Writing for Self-Discovery: A Semester-Long Journey at the Graduate Level. Journal of Professional Nursing, 21(1), 52-58.

Hill, J., Kneale, P., Nicholson, D., Waddington, S., & Ray, W. (2011). Re-Framing the Geography Dissertation: A Consideration of Alternative, Innovative and Creative Approaches. Journal of Geography in Higher Education, 35(3), 331-349.

Hixson, C., Lee, W., Hunter, D., Paretti, M., Matusovich, H., & McCord, R. (2016). Understanding the structural and attitudinal elements that sustain a graduate student writing group in an engineering department. WLN: A Journal of Writing Center Scholarship, 40(5/6), 18-26.

Ho, M. C. (2017). Navigating scholarly writing and international publishing: Individual agency of Taiwanese EAL doctoral students. Journal of English for Academic Purposes27, 1-13.

Holbrook, A. (2007). Levels of success in the use of the literature in a doctorate. South African Journal of Higher Education, 21(8), 1020-1041.

Holmes, B. D., Birds, K., Seay, A. D., Smith, D. B., & Wilson, K. N. (2010). Cohort Learning for Graduate Students at the Dissertation Stage. Journal of College Teaching & Learning, 7(1), 5-11.

Holmes, B., Waterbury, T., Baltrinic, E., & Davis, A. (2018). Angst about Academic Writing: Graduate Students at the Brink. Contemporary Issues in Education Research, 11(2), 65-70.

Honan, E. (2007). Writing a rhizome: an (im)plausible methodology. International Journal of Qualitative Studies in Education, 20(5), 531-546.

Honan, E., & Bright, D. (2015). Writing a thesis differently. International Journal of Qualitative Studies in Education, 29(5), 731-743.

Horn, R. (2012). Researching and writing dissertations: A complete guide for business and management students. London: Chartered Institute of Personnel and Development.

Horta, H., & Santos, J. M. (2015). The Impact of Publishing During PhD Studies on Career Research Publication, Visibility, and Collaborations. Research High Education, 57(1), 28-50.

Hsieh, W., & Liou, H. (2008). A Case Study of Corpus-Informed Online Academic Writing for EFL Graduate Students. CALICO Journal, 26(1), 28-47.

Huang, J. C. (2010). Publishing and learning writing for publication in English: Perspectives of NNES PhD students in science. Journal of English for Academic Purposes, 9(1), 33-44.

Huang, J. C. (2017). Teaching writing for publication in English to engineering students: Implications from a collaborative course in Taiwan. In M. J. Curry & T. Lillis (Eds.), Global academic publishing: Policies, perspectives and pedagogies (pp. 217-232). Bristol: Multilingual Matters.

Huang, L. (2010). Seeing eye to eye? The academic writing needs of graduate and undergraduate students from students’ and instructors’ perspectives. Language Teaching Research, 14(4), 517-539.

Huang, Y. (2014). Taiwanese Graduate Students’ Voices on Language Anxiety over Writing Academic Papers. Journal of Language Teaching and Research, 5(6), 1219-1228.

Huerta, M., Goodson, P., Beigi, M., & Chlup, D. (2017). Graduate students as academic writers:  Writing anxiety, self-efficacy and emotional intelligence. Higher Education Research & Development, 36(4), 716-729. doi: 10.1080/07294360.2016.1238881

Humphrey, R., & Simpson, B. (2012). Writes of passage: Writing up qualitative data as a threshold concept in doctoral research. Teaching in higher education, 17(6), 735-746.

Hutchinson, S. R., & Lovell, C. D. (2004). A review of methodological characteristics of research published in key journals in higher education: Implications for graduate research training. Research in Higher Education, 45(4), 383-403.

Hyland, K. (2016). Academic publishing: Issues and challenges in the construction of knowledge. Oxford University Press.

Ings, W. (2015). The Authored Voice: Emerging Approaches to Exegesis Design in Creative Practice PhDs. Educational Philosophy and Theory, 47(12), 1277-1290.

Jackson, D. (2013). Completing a PhD by publication: a review of Australian policy and implications for practice. Higher Education Research Development, 32(3), 355-368.

Jalilifar, A., & Dabbi, R. (2012). Citation in Applied Linguistics: Analysis of introduction sections of Iranian Master’s theses. Linguistik Online, 57(7), 91-104.  

Jalongo, M. R., Boyer, W., & Ebbeck, M. (2014). Writing for Scholarly Publication as “Tacit Knowledge”: A Qualitative Focus Group Study of Doctoral Students in Education. Early Childhood Education Journal, 42(4), 241-250.

James, B. (2012). Becoming an ‘authorised’ postgraduate research writer. Innovations in Education and Teaching International, 49(1), 41-50.

Jazvac-Martek, M., Chen, S., & McAlpine, L. (2011). Tracking the doctoral student experience over time: Cultivating agency in diverse spaces. In L. McAlpine & C. Amundsen (Eds.), Doctoral education: research-based strategies for doctoral students, supervisors and administrators (pp. 17-36). Dordrecht: Springer.

Jibao G., Yu L., Doug V., & Wen, T. (2011). What Are the Major Impact Factors on Research Performance of Young Doctorate Holders in Science in China: A USTC Survey. Higher Education, 62(4), 483-502.

Johanson, R. (2001). The Self-Reported Perspectives Regarding Academic Writing among Taiwanese Graduate Students Specializing in TEFL. Texas Papers in Foreign Language Education, 6(1), 19-35.

Johnson, E. M. (2014). Toward the Building of a Cross-Disciplinary Doctoral Research and Writing Culture. Journal of University Teaching and Learning Practice, 11(1), 1-15.

Johnson, E. M. (2015). “He Just Told Me to Get on with It”: Insights into Transforming Doctoral Writing Development. Collected Essays on Learning and Teaching, 8, 147-152.

Johnson, L., Lee, A., & Green, B. (2000). The PhD and the autonomous self: gender, rationality and postgraduate pedagogy. Studies in Higher Education, 25(2), 135-147.

Jones, D. R. (2018). A proposed systems model for socializing the graduate writer. Studies in Higher Education, 43(1), 173-189,

Jones, S., Wahba, K., & Heijden, B. V. D. (2007). How to write your MBA thesis: A comprehensive guide for all master’s students required to write a research-based thesis or dissertation. Oxford, England : Meyer & Meyer Media.

Joyner, R. L., Rouse, W. A., & Glatthorn, A. A. (2013). Writing the winning thesis or dissertation: A step-by-step guide (3rd ed.). Thousand Oaks, CA: Corwin.

Kahn, R. A., Conn, G. L., Pavlath, G. K., & Corbett, A. H. (2016). Use of a Grant Writing Class in Training PhD Students: Grant Writing as a Graduate Training Exercise. Traffic, 17(7), 803-814.

Kamler, B. (2008). Rethinking doctoral publication practices: Writing from and beyond the thesis. Studies in Higher Education, 33(3), 283-294. doi: 10.1080/03075070802049236

Kamler, B., & Thomson, P. (2004). Driven to abstraction: doctoral supervision and writing pedagogies. Teaching in Higher Education, 9(2), 195-209. doi: 10.1080/1356251042000195358

Kamler, B., & Thomson, P. (2006). Helping doctoral students write. London: Routledge.

Kamler, B., & Thomson, P. (2008). The failure of dissertation advice books: Toward alternative pedagogies for doctoral writing. Educational Researcher, 37(8), 507-514.

Kamler, B., & Thomson, P. (2014). Helping doctoral students write: Pedagogies for supervision (2nd ed.). Routledge.

Kapp, S. (2012). First texts: socialization in writing and formation of doctoral candidates. Scripta, 16(1), 251-266.

Kaufhold, K. (2015). Conventions in postgraduate academic writing: European students’ negotiations of prior writing experience at an English speaking university. Journal of English for Academic purposes, 20, 125-134.

Kaufhold, K. (2017). Tracing interacting literacy practices in master’s dissertation writing. London Review of Education, 15(1), 74-84.

Kelly, F. (2011). ‘Cooking together disparate things’: the role of metaphor in thesis writing. Innovations in Education and Teaching International, 48(4), 429-438.

Kelly, F., Russell, M., & Wallace, L. (2011). Trouble in mind: Supporting the transition to graduate research in English. Arts & Humanities in Higher Education, 11(4), 418-433.

Kent, A., Berry, D. M., Budds, K., Skipper, Y., & Williams, H. L. (2017). Promoting writing amongst peers: Establishing a community of writing practice for early career academics. Higher Education Research & Development, 36(6), 1194-1207.

Khan, M. I., Majoka, M. I., & Fazal, S. (2015). Post/Graduate Academic Writing Problems: A Pakistan Case. In C. Badenhorst & C. Guerin (Eds.) Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (pp. 389-406). Leiden, Amsterdam: Brill Publishing.

Khorana, S. (2009). Diasporic Dispersals and Convergences: The Creative Trajectory of a PhD Project. Transnational Literature, 2(1), 1-6.

Kiley, M. (2009). Identifying threshold concepts and proposing strategies to support doctoral candidates. Innovations in Education and Teaching International, 46(3), 293-304. doi:10.1080/14703290903069001 

Kim, K. M. (2015). Post/graduate feedback in second language writing: The feedback network on the dissertation proposal. In C. Badenhorst & C. Guerin (Eds.) Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (pp. 238-256). Leiden, Amsterdam: Brill Publishing.

Kim, K. M. (2018). Academic socialization of doctoral students through feedback networks: a qualitative understanding of the graduate feedback landscape. Teaching in Higher Education, 23(8), 963-980.

Kim, R., Albert, L. R., & Sihn, H. G. (2014). Reading, writing, and discussing at the graduate level: a guidebook for international students. Lanham, Maryland: University Press of America.

Knight, C. C. (2005). An educational process for developing student post-graduate mastery in research, theory and its application. International Journal of Teaching and Learning in Higher Education, 17(1), 69-74.

Knowles, S. S. (2015). Underground Murmurs: Disturbing Supervisory Practices of Feedback. In C. Badenhorst & C. Guerin (Eds.) Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (pp. 295-313). Leiden, Amsterdam: Brill Publishing.

Kozar, O., & Lum, J. F. (2015). Online Doctoral Writing Groups: Do Facilitators or Communication Modes Make a Difference? Quality in Higher Education, 21(1), 38-51.

Kumar, S., Johnson, M., & Hardemon, T. (2013). Dissertations at a Distance: Students’ Perceptions of Online Mentoring in a Doctoral Program. The Journal of Distance Education, 27(1), 1-11.

Kumar, V., & Aitchison, C. (2018). Peer facilitated writing groups: a programmatic approach to doctoral student writing. Teaching in Higher Education, 23(3), 360-373.

Kwan, B. S. C. (2006). The schematic structure of literature reviews in doctoral theses of applied linguistics. English for Specific Purposes, 25(1), 30-55.

Kwan, B. S. C.  (2008). The nexus of reading, writing and researching in the doctoral undertaking of Humanities and Social Sciences: Implications for literature reviewing. English for Specific Purposes, 27(1), 42-56.

Kwan, B. S. C. (2009). Reading in preparation for writing a PhD thesis: Case studies of experiences. Journal of English for Academic Purposes, 8(3), 180-191.

Kwan, B. S. C. (2010). An investigation of instruction in research publishing offered in doctoral programs: the Hong Kong case. High Education, 59, 55-68. doi: 10.1007/s10734-009-9233-x

Kwan, B. S. C. (2013). Facilitating novice researchers in project publishing during the doctoral years and beyond. Studies in Higher Education 38(2), 207-25.

Kyser, C., & Mckenna, K. (2017). A Wor(l)d Apart: Understanding Cultural Differences in an International Student Graduate Writing Workshop. New Horizons in Adult Education & Human Resource Development, 29(3), 32-37.

Lala, P., Langevin Harnois, F., El Boussaidi, G., Desrosiers, C., & Laporte, C. (2018, June). Providing sustainable scientific writing support for graduate engineering students by creating a local scientific learning community. Paper presented at American Society for Engineering Education Annual Conference & Exposition, Salt Lake City, UT, United States.

Langum, V., & Sullivan, K. P. (2017). Writing academic English as a doctoral student in Sweden: narrative perspectives. Journal of Second Language Writing, 35, 20-25.

Lavelle, E., & Bushrow, K. (2007). Writing approaches of graduate students. Educational Psychology, 27(6), 807-822.

Lawrence, S., & Zawacki, T. M. (2016). Special Issue on Writing Center Support for Graduate Thesis and Dissertation Writers. WLN: A Journal of Writing Center Scholarship, 40(5/6), 2-29.

Lee, A. (2010). When the article is the dissertation: Pedagogies for a PhD by publication. In C. Aitchison, B. Kamler & A. Lee (Eds.), Publishing pedagogies for the doctorate and beyond (pp. 137-155). Abingdon: Routledge.

Lee, A., & Aitchison, C. (2009). Writing for the doctorate and beyond. In D. Boud & A. Lee. (Eds.), Changing Practices of Doctoral Education (pp. 87-99). London: Routledge.

Lee, A., & Aitchison, C. (2011). Working with tensions: writing for publication during your doctorate. In T. S. Rocco & T. Hatcher (Eds.), The Handbook of scholarly writing and publishing (pp. 62–74). San Francisco: Jossey-Bass.

Lee, A., Brennan, M., & Green, B. (2009). Re-Imagining Doctoral Education: Professional Doctorates and Beyond. Higher Education Research and Development, 28(3), 275-287.

Lee, A., & Danby, S. (Eds.). (2012). Reshaping doctoral education: International approaches and pedagogies. London, Routledge.

Lee, A., & Kamler, B. (2008). Bringing pedagogy to doctoral publishing. Teaching in Higher Education, 13(5), 511-523.

Lee, A., & Murray, R. (2015). Supervising writing: helping postgraduate students develop as researchers. Innovations in Education and Teaching International, 52(5), 558-570.

Lee, D., & Swales, J. (2006). A corpus-based EAP course for NNS doctoral students: Moving from available specialized corpora to self-compiled corpora. English for specific purposes, 25(1), 56-75.

Lee, E., & Norton, B. (2003). Demystifying publishing: A collaborative exchange between graduate student and supervisor. In C. Casanave & S. Vandrick (Eds.), Writing for scholarly publication (pp. 17-38). New Jersey: Lawrence Erlbaum.

Lee, S., & Golde, C. (2013). Completing the dissertation and beyond: Writing centers and dissertation boot camps. The Writing Lab Newsletter, 37(7), 1-5.

Lee, S. S., Lomdahl, A., Sawtell, L., Sculley, S., & Taylor, S. (2016). Screenwriting and the higher degree by research: writing a screenplay for a creative practice PhD. New Writing, 13(1), 85-97.

Lei, J., & Hu, G. (2015). Apprenticeship in Scholarly Publishing: A Student Perspective on Doctoral Supervisors’ Roles. Publications, 3(1), 27-42.

Lei, L. (2012). Linking adverbials in academic writing on applied linguistics by Chinese doctoral students. Journal of English for Academic Purposes, 11(3), 267-275.

Lenz Taguchi,  H. (2013). ‘Becoming molecular girl’: transforming subjectivities in collaborative doctoral research studies as micro-politics in the academy. International Journal of Qualitative Studies in Education, 26(9), 1101-1116.

Leonard, M., Schwieder, D., Buhler, A., Bennett, D. B., & Royster, M. (2015). Perceptions of plagiarism by STEM graduate students: A case study. Science and engineering ethics, 21(6), 1587-1608.

Li, L. (2014). Scaffolding the thesis writing process: An ongoing writing group for international research students. In C. Aitchison & C. Guerin (Eds.), Writing Groups for Doctoral Education and Beyond (pp. 145-161). London: Routledge.

Li, L. Y., & Vandermensbrugghe, J. (2011). Supporting the thesis writing process of international research students through an ongoing writing group. Innovations in Education and Teaching International, 48(2), 195-205. doi:10.1080/14703297.2011.564014

Li, Y. (2006). A doctoral student of physics writing for publication: A sociopolitically-oriented case study. English for Specific Purposes, 25(4), 456-478.

Li, Y. (2007). Apprentice scholarly writing in a community of practice: An intraview of an NNES graduate student writing a research article. TESOL Quarterly, 14(1), 55-79.

Li, Y., Flowerdew, J., & Cargill, M. (2018). Teaching English for Research Publication Purposes to science students in China: A case study of an experienced teacher in the classroom. Journal of English for Academic Purposes, 35, 116-129.

Lindqvist, M. H. (2018). Reconstructing the doctoral publishing process. Exploring the liminal space. Higher Education Research & Development, 37(7), 1395-1408.

Lindsay, S. (2015). What works for doctoral students in completing their thesis? Teaching in Higher Education, 20(2), 183-196.

Ling, C. X., & Yang, Q. (2012). Crafting your research future a guide to successful master’s and Ph.D. degrees in science & engineering. San Rafael, CA: Morgan & Claypool.

Link, S. (2018). Scaling up graduate writing workshops: From needs assessment to teaching practices. Journal of Writing Research, 10(2), 357-399.

Lockhart, T. (2015). Flexibility, Hybridity and Writing: Theory and Practice for Developing Post/Graduate Literacies. In C. Badenhorst & C. Guerin (Eds.) Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (pp. 371-388). Leiden, Amsterdam: Brill Publishing.

Lyall, M. (2014). Method emerging: A statement of poetics for a project-based PhD. Qualitative Research Journal, 14(2), 134-149.

Ma, L. P. F. (2017). Academic writing support through individual consultations: EAL doctoral student experiences and evaluation. Journal of Second Language Writing. doi: 10.1016/j.jslw.2017.11.006

Maher, D., Seaton, L., McMullen, C., Fitzgerald, T., Otsuji, E., & Lee, A. (2008). “Becoming and being writers”: The experiences of doctoral students in writing groups. Studies in Continuing Education, 30(3), 263-275.

Maher, M. A., Fallucca, A., & Halasz, H. M. (2013). Write On! Through to the Ph.D.: using writing groups to facilitate doctoral degree progress. Studies in Continuing Education, 35(2), 193-208.

Maher, M. A., Feldon, D. F., Timmerman, B. E., & Chao, J. (2014). Faculty perceptions of common challenges encountered by novice doctoral writers. Higher Education Research & Development, 33(4), 699-711. doi: 10.1080/07294360.2013.863850

Maher, M. A., & Say, B. H. (2015). Doctoral Supervisors as Learners and Teachers of Disciplinary Writing. In C. Badenhorst & C. Guerin (Eds.) Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (pp. 277-294). Leiden, Amsterdam: Brill Publishing.

Manathunga, C. (2005). Early warning signs in postgraduate research education: A different approach to ensuring timely completions. Teaching in Higher Education, 10(2), 219-233. 

Mandell, D., Shalan, H., Stalker, C., & Caragata, L. (2015). Writing for Publication: Assessment of a Course for Social Work Doctoral Students. Journal of Teaching in Social Work, 35(1/2), 197-212.

Mason, S. (2018). Publications in the doctoral thesis: challenges for doctoral candidates, supervisors, examiners and administrators. Higher Education Research & Development, 37(6), 1231-1244.

Mason, S., & Merga, M. (2018). A current view of the thesis by publication in the Humanities and Social Sciences. International Journal of Doctoral Studies, 13, 139-154.

Mason, S., & Merga, M. (2018). Integrating publications in the social science doctoral thesis by publication. Higher Education Research & Development, 37(7), 1454-1471.

Mastroieni, A., & Cheung, D. (2011). The few, the proud, the finished: Dissertation boot camp as a model for doctoral student support. NASPA Knowledge Communities, 4-6.

Matsuda, P. (2003). Coming to voice: Publishing as a graduate student. In C. Casanave & S. Vandrick (Eds.), Writing for scholarly publication (pp. 39-51). New Jersey: Lawrence Erlbaum.

McAlpine, L., & Amundsen, C. (Eds.). (2011). Doctoral education: Research based strategies for doctoral students, supervisors and administrators. Dordrecht: Springer.

McAlpine, L., & Norton, J. (2006). Reframing Our Approach to Doctoral Programs: An Integrative Framework for Action and Research. Higher Education Research and Development, 25(1), 3-17.

McCallin, A., & Nayar, S. (2012). Postgraduate research supervision: A critical review of current practice. Teaching in Higher Education, 17(1), 63-74.  

McCarthy, B. D., & Dempsey, J. L. (2017). Cultivating Advanced Technical Writing Skills through a Graduate-Level Course on Writing Research Proposals. Journal of Chemical Education, 94(6), 696-702.

McDougall, D., & Stoilescu, D. (2010). Starting to publish academic research as a doctoral student. International Journal of Doctoral Studies, 5, 79-92.

Mcdowall, A., & Ramos, F. (2018). Doing Decoloniality in the Writing Borderlands of the PhD. The Australian Journal of Indigenous Education, 47(1), 54-63.

Meerah, T. S. M. (2010). Readiness of preparing postgraduate students in pursuit of their doctoral programme. Procedia – Social and Behavioral Sciences, 9, 184-188.

Melles, G. (2005). Familiarizing postgraduate ESL students with the literature review in a WAC/EAP engineering classroom. Across the Disciplines: Interdisciplinary Perspectives on Language, Learning, and Academic Writing, 2. Retrieved from http://wac.colostate.edu/atd/lds/melles.cfm

Meloy, J. M. (2002). Writing the qualitative dissertation: understanding by doing. Mahwah, NJ: Lawrence Erlbaum Associates.

Merga, M. K. (2015). Thesis by publication in education: An autoethnographic perspective for educational researchers. Issues in Educational Research, 25(3), 291-308.

Micciche, L. R. (2011). Toward Graduate-Level Writing Instruction. College Composition and Communication, 62(3), 477-501.

Micciche, L. R., & Carr, A. D. (2011). Toward graduate-level writing instruction. College Composition and Communication, 62(3), 477-501.

Mizzi, R. C. (2014). Writing Realities: An Exploration of Drawbacks and Benefits of Publishing while Enrolled in a Doctoral Program. New Horizons in Adult Education & Human Resource Development, 26(2), 54-59.

Moodie, J., & Hapgood, K. (2012). The PhD thesis by publication in Engineering: insights for supervisors. In Profession of Engineering Education: Advancing Teaching, Research and Careers: 23rd Annual Conference of the Australasian Association for Engineering Education 2012 (p. 884). Engineers Australia.

Morgenshtern, M., Freymond, N., Agyapong, S., & Greeson, C. (2011). Graduate social work students’ attitudes toward research: Problems and prospects. Journal of Teaching in Social Work, 31, 552-568.

Morton, P. G. (2015). What is the future of the PhD dissertation? Journal of Professional Nursing, 31(1), 1-2.

Mullen, C. A. (2001). The need for a curricular writing model for graduate students. Journal of Further and Higher Education, 25(1), 117-126. doi:10.1080/03098770020030551

Mullen, C. A. (2006). Best Writing Practices for Graduate Students: Reducing the Discomfort of the Blank Screen. Kappa Delta Pi Record, 43(1), 30-35.

Murphy. S., Mcglynn-Stewart, M., & Ghafouri, F. (2014). Constructing Our Identities through a Writing Support Group: Bridging from Doctoral Students to Teacher Educator Researchers. Studying Teacher Education, 10(3), 239-254.

Murray, R. (2014). Doctoral students create new spaces to write. In C. Aitchison & C. Guerin (Eds.), Writing Groups for Doctoral Education and Beyond (pp. 94-109). New York, NY: Routledge.

Naoum, S. G. (2013). Dissertation research & writing for construction students (3rd ed.). London: Routledge.

Negretti, R. (2017). Calibrating Genre: Metacognitive Judgments and Rhetorical Effectiveness in Academic Writing by L2 Graduate Students. Applied Linguistics, 38(4), 512-539.

Nelson, J. S., Range, L. M., & Ross, M. B. (2012). A Checklist to Guide Graduate Students’ Writing. International Journal of Teaching and Learning in Higher Education, 24(3), 376-382.

Nethsinghe, R., & Southcott, J. (2015). A Juggling Act: Supervisor/Candidate Partnership in a Doctoral Thesis by Publication. International Journal of Doctoral Studies, 10, 167-185.  

Niven, P., & Grant, C. (2012). PhDs by publications: an ‘easy way out’?. Teaching in Higher Education, 17(1), 105-111.

Nolan, R., & Rocco, T. (2009). Teaching graduate students in the Social Sciences writing for publication. International Journal of Teaching and Learning in Higher Education, 20(2), 267-273.

Odena, O., & Burgess, H. (2017). How Doctoral Students and Graduates Describe Facilitating Experiences and Strategies for Their Thesis Writing Learning Process: A Qualitative Approach. Studies in Higher Education, 42(3), 572-590.

Odo, D. M., & Yi, Y. (2014). Engaging in Computer-Mediated Feedback in Academic Writing: Voices from L2 Doctoral Students in TESOL. English Teaching, 69(3), 129-150.

Ogunsolu, O. O., Wang, J. C., & Hanson, K. (2018). Writing a Review Article: A Graduate Level Writing Class. Journal of Chemical Education, 95(5), 810-816.

Olalere, A., De lulio, E., Aldarbag, A. M., & Erdener, M. A. (2014). The Dissertation Topic Selection of Doctoral Students Using Dynamic Network Analysis. International Journal of Doctoral Studies, 9, 85-107.

Ondrusek, A. (2012). What the Research Reveals about Graduate Students’ Writing Skills: A Literature Review. Journal of Education for Library and Information Science, 53(3), 176-188.

Onwuegbuzie, A. J., & Collins, K. M. T. (2001). Writing apprehension and academic procrastination among graduate students. Perceptual and Motor Skills, 92(2), 560-562. doi: 10.2466/pms.2001.92.2.560

Ostrow, J., Chih, L., & Chang, N. (2012). I’m a Poet? International Doctoral Students at a U.S. University Participate in a Creative Writing Workshop. TESOL Journal, 3(1), 48-64.

Overholser, J. (2011). Reading, Writing, and Reviewing: Recommendations for Scholarly Manuscripts at the Graduate and Professional Level. Journal of Contemporary Psychotherapy, 41(2), 115-122.

O’Gorman, K., & Maclntosh, R. (2015). Research methods for business & management: a guide to writing your dissertation. Oxford, England: Goodfellow Publishers Ltd.

Palmer, B., & Major, C. (2008). Using Reciprocal Peer Review to Help Graduate Students Develop Scholarly Writing Skills. The Journal of Faculty Development, 22(3), 163-169.

Paltridge, B. (2002). Thesis and dissertation writing: An examination of published advice and actual practice. English for Specific Purposes, 21(2), 125-143. doi:10.1016/S0889-4906(00)00025-9

Paltridge, B., & Starfield, S. (2007). Thesis and dissertation writing in a second language: A handbook for supervisors. New York: Routledge.

Paltridge, B., Starfield, S., Ravelli, L., & Nicholson, S. (2011). Doctoral Writing in the Visual and Performing Arts: Issues and Debates. International Journal of Art & Design Education, 30(2), 242-255.

Paltridge, B., Starfield, S., Ravelli, L., & Nicholson, S. (2012). Doctoral writing in the visual and performing arts: two ends of a continuum. Studies in Higher Education, 37(8), 989-1003.

Pantelides, K. L. (2017). Graduate Students “Show Their Work”: Metalanguage in Dissertation Methodology Sections. Journal of Technical Writing and Communication, 47(2), 194-214.

Paré, A. (2011). Speaking of writing: Supervisory feedback and the dissertation. In L. McAlpine & C. Amundsen (Eds.), Doctoral education: Research-based strategies for doctoral students, supervisors and administrators (pp. 59-74). Dordrecht, The Netherlands: Springer.

Paré, A. (2014). Writing together for many reasons: Theoretical and historical perspectives. In C. Aitchison & C. Guerin (Eds.), Writing groups for doctoral education and beyond: Innovations in practice and theory (pp. 18-29). New York, NY: Routledge.

Paré, A. (2017). Re-thinking the dissertation and doctoral supervision. Infancia y Aprendizaje, 40(3), 407-428.  

Paré, A. (2018). Re-writing the doctorate: New contexts, identities, and genres. Journal of Second Language Writing. doi: 10.1016/j.jslw.2018.08.004 

Paré, A., Starke-Meyerring, D., & McAlpine, L. (2011). Knowledge and identity work in the supervision of doctoral student writing: Shaping rhetorical subjects. In D. Starke-Meyerring, A. Paré, N. Artemeva, M. Horne, & L. Yousoubova (Eds.), Writing in knowledge societies (pp. 215-236). Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press

Paré, A., Starke-Meyerring, D., & McAlpine, L. (2009). The dissertation as multi-genre: many readers, many readings. In C. Bazerman, A. Bonini, & D. Figueiredo (Eds.), Genre in a changing world (pp. 179-193). Fort Collins, CO: The WAC Clearinghouse and Parlour Press.

Peacock, S. (2017). The PhD by Publication. International Journal of Doctoral Studies, 12, 123-135.

Peckham, R. (2011). The Elephants Evaluate: Some Notes on the Problem of Grades in Graduate Creative Writing Programs. Composition Studies, 39(2), 79-99,189.

Phillips, T. M. T. (2008). Examining bridges, expanding boundaries, imagining new identities: The writing center as bridge for second language graduate writers. (Doctoral dissertation). Retrieved from OhioLINK ETD Center. (oletd.ohiou1211999191)

Phillips, T. (2013). Tutor training and services for multilingual graduate writers: A reconsideration. Praxis: A Writing Center Journal, 10(2). Retrieved from http://www.praxisuwc.com/

Phillips, T. (2013). Graduate writing groups: Shaping writing and writers from student to scholar. Praxis: A Writing Center Journal, 10(1). Retrieved from http://www.praxisuwc.com/

Phillips, T. (2014). Developing resources for success: A case study of a multilingual graduate writer. In T. M. Zawacki & M. Cox (Eds.), WAC and second language writers (pp. 69-92). Anderson, South Carolina: Parlor Press.

Phillips, T. (2016). Writing center support for graduate students: An integrated model. In S. Simpson, N. Caplan, M. Cox, & T. Phillips (Eds.), Supporting graduate student writers: Research, curriculum & program design (pp. 159-170). Ann Arbor, MI: University of Michigan Press.

Pilcher, N. (2011). The UK postgraduate Masters dissertation: an ‘elusive chameleon’? Teaching in Higher Education, 16(1), 29-40.

Powell, S. (2004). The award of PhD by published work in the UK. Lichfield: UK Council for Graduate Education.

Pritchard, Z., Desjardins, R. B., & Kuntz, S. (2015). Guide, Companion, Midwife: The Writing Advisor, the Post/Graduate Student and Relational Pedagogy. In C. Badenhorst, & C. Guerin (Eds.), Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (pp. 314-331). Leiden, Amsterdam: Brill Publishing.

Qian, J., & Krugly-Smolska, E. (2008). Chinese graduate students’ experiences with writing a literature review. TESL Canada Journal, 26(1), 68-86.

Rakedzon, T., & Baram-Tsabari, A. (2017). Assessing and improving L2 graduate students’ popular science and academic writing in an academic writing course. Educational Psychology, 37(1), 48-66.

Rakedzon, T., & Baram-Tsabari, A. (2017). To make a long story short: A rubric for assessing graduate students’ academic and popular science writing skills. Assessing Writing, 32, 28-42.

Randolph, J. J. (2009). A Guide to Writing the Dissertation Literature Review. Practical Assessment, Research & Evaluation, 14(13), 1-13.  

Ravelli, L., Paltridge, B., Starfield, S., & Tuckwell, K. (2013). Extending the notion of ‘text’: the visual and performing arts doctoral thesis. Visual communication, 12(4), 395-422.

Ravichandran, S., Kretovics, M., Kirby, K., Ghosh, A. (2017). Strategies to Address English Language Writing Challenges Faced by International Graduate Students in the US. Journal of International Students, 7(3), 764-785.

Reardon, K., Deans, T., & Maykel, C. (2016). Finding a Room of Their Own: Programming Time and Space for Graduate Student Writing. WLN: A Journal of Writing Center Scholarship,  40(5/6), 10-17.

Rebekah, S., & Katya, K. (2015). Academic Writing for Graduate-Level English as a Second Language Students: Experiences in Education. CATESOL Journal, 27(1), 27-52.

Resta, R., McCarthy Veach, P., Charles, S., Vogel, K., Blase, T., & Palmer, C. (2010). Publishing a Master’s Thesis: A Guide for Novice Authors. Journal of Genetic Counseling, 19(3), 217-227.

Rita, S. (2000). Writing your doctoral dissertation invisible rules for success. London: Falmer.

Ritter, K. (2001). Professional Writers/Writing Professionals: Revamping Teacher Training in Creative Writing Ph.D. Programs. College English, 64(2), 205-227.

Roberts, C. (2010). The dissertation journey: A practical and comprehensive guide to planning, writing, and defending your dissertation. Thousand Oaks, CA: Corwin Press.

Robins, L. & Kanowski, P. (2008). PhD by publication: A student’s perspective. Journal of Research Practice, 4(2), Article M3.

Robinson, E. M., & Tagher, C. G. (2017). The Companion Dissertation: Enriching the Doctoral Experience. Journal of Nursing Education, 56(9), 564-566.

Robinson, S., & Dracup, K. (2008). Innovative options for the doctoral dissertation in nursing. Nursing Outlook, 56(4), 174-178. 

Rodriguez, R., Griffith, B., & Juarez, L. (2017). Engaging Graduate Students throughout the Research Writing Process. JCT, 31(3), 55-66.

Rogers, S. W., & Goktas, R. K. (2010). Exploring engineering graduate student research proficiency with student surveys. Journal of Engineering Education, 99(3), 263-278.

Romesburg, H. C. (2013). A course that prepares science graduate students to publish. Journal of College Science Teaching, 42(5), 50-53.

Romsdahl, R. J., & Hill, M. J. (2012). Applying the learning community model to graduate education: linking research and teaching between core courses. Teaching in Higher Education, 17(6), 722-734.

Rosales, J., Moloney, C., Badenhorst, C., Dyer, J., & Murray, M. (2012, June). Breaking the barriers of research writing: rethinking pedagogy for engineering graduate research. Paper presented at the Canadian Engineering Education Association (CEEA12) Conference, Winnipeg, Manitoba, Canada.

Rose, M., & McClafferty, K. A. (2001). A call for the teaching of writing in graduate education. Educational Researcher, 30, 27-33.

Roulston, K., Teitelbaum, D., Chang, B., & Butchart, R. (2016). Strategies for developing a writing community for doctoral students. International Journal for Researcher Development, 7(2), 198-210.

Ryan, M. M., Yeung, R. S., Bass, M., Kapil, M., Slater, S., & Creedon, K. (2012). Developing research capacity among graduate students in an interdisciplinary environment. Higher Education Research and Development, 31(4), 557-569.

Salas, A. (2009). Graduate Preparedness Strategies for Graduate Writing. The Hispanic Outlook in Higher Education, 19(13), 28-30.

Sala-Bubaré, A., Peltonen, J. A., Pyhältö, K., Castelló, M. (2018). Doctoral Candidates’ Research Writing Perceptions: A Cross-National Study. International Journal of Doctoral Studies, 13, 327-345.

Sallee, M., Hallett, R., & Tierney, W. (2011). Teaching writing in graduate school. College Teaching, 59(2), 66-72.

San Miguel, C., & Nelson, C. D. (2007). Key Writing Challenges of Practice-Based Doctorates. Journal of English for Academic Purposes, 6(1), 71-86.

Scrivener, S. (2000). Reflection in and on practice in creative-doctoral projects in art and design. Working Papers in Art and Design, 1, 1-16.

Seidenstücker, K. H. (2012). Publication-based doctorate is problematic as a standard procedure. Deutsches Arzteblatt international, 109(44), 754.

Seifert, C. (2009). Writing for Business: a Graduate-Level Course in Problem-Solving. Business Communication Quarterly, 72(2), 200-213.

Sharmini, S., & Kumar, V. (2017). Examiners’ commentary on thesis with publications. Innovations in Education and Teaching International, 1-11.

Shi, L., & Dong, Y. (2015). Graduate Writing Assignments across Faculties in a Canadian University. Canadian Journal of Higher Education, 45(4), 123-142.

Shi, L., Fazel, I., & Kowkabi, N. (2018). Paraphrasing to transform knowledge in advanced graduate student writing. English for Specific Purposes, 51, 31-44.

Shirazi, R. (2018). The doctoral dissertation and scholarly communication: Adapting to changing publication practices among graduate students. College & Research Libraries News, 79(1), 34-37.

Simpson, S. (2012). The problem of graduate-level writing support: Building a cross-campus graduate writing initiative. WPA, 36(1), 95-118.

Simpson, S. (2013). Building for sustainability: Dissertation boot camp as a nexus of graduate writing. Praxis: A Writing Center Journal, 10(2), 1-18.

Simpson, S. (2013). Systems of Writing Response: A Brazilian Student’s Experiences Writing for Publication in an Environmental Sciences Doctoral Program. Research in the Teaching of English, 48(2), 228-249.

Simpson, S., Caplan, N., Cox, M., & Phillips, T. (2016). Supporting graduate student writers: Research, curriculum & program design. Ann Arbor, MI: University of Michigan Press.

Single, B. P. (2010). Demystifying dissertation writing: A streamlined process from choice of topic to final text. Sterling, VA: Stylus.

Singh, M. K. M. (2017). International EFL/ESL Master Students’ Adaptation Strategies for Academic Writing Practices at Tertiary Level. Journal of International Students, 7(3), 620-643.

Sivakumaren, K. S. (2014). Writing Research Articles: Challenges for Doctoral Students, Teachers, and LIS Professionals in India. Chinese Librarianship: An International Electronic Journal, 37, 15-25.

Smallwood, S. (2004). A week at camp dissertation. Chronicle of Higher Education, 50(45), A10-A12. Retrieved from http://chronicle.com/article/A-Week-at-Camp-Dissertation/21219/

Smirnova, N. V. (2015). Writing for publication: Online pedagogy for post/graduate research writing. In C. Badenhorst, & C. Guerin (Eds.) Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (pp. 68-92). Leiden, Amsterdam: Brill Publishing.

Smith, S. (2015). PhD by published work: A practical guide for success. London, United Kingdom: Palgrave. 

Smith, S. (2017). Supervising on a PhD by published work route: An exploration of the supervisory role. Journal for Higher Education Development. doi: 10.3217/zfhe-12-02/02

Snively, H. (2008). A writing center in a graduate school of education: Teachers as tutors, and still in the middle. In M. Nicolas (Ed.), (E)Merging Identities: Graduate Students in the Writing Center (89-102). Southlake, TX: Fountainhead Press.

Spark, C., & Cuthbert, D. (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.  

Sprague, A. (2016). Improving the ESL Graduate Writing Classroom Using Socrative: (Re)Considering Exit Tickets. TESOL Journal, 7(4), 989-998.

Starke-Meyerring, D. (2011). The paradox of writing in doctoral education: Student experiences. In L. McAlpine & C. Amundson (Eds.), Supporting the doctoral process: Research based strategies for doctoral students, supervisors and administrators (pp. 75-95). New York: Springer.

Starke-Meyerring, D. (2014). Writing groups as critical spaces for engaging normalized institutional cultures of writing in doctoral education. In C. Aitchison & C. Guerin (Eds.), Writing groups for doctoral education and beyond: Innovations in practice and theory (pp. 65-81). New York, NY: Routledge.

Starke-Meyerring, D., Paré, A., Sun, K. Y., & El-Bezre, N. (2014) Probing normalized institutional discourses about writing: The case of the doctoral thesis. Journal of Academic Language and Learning, 8(2), A13-A27.

Stillman-Webb, N. (2015). Writing Beliefs and Mentoring Practices: Advisor Perspectives on Post/Graduate Writing Instruction in the Sciences. In C. Badenhorst & C. Guerin (Eds.) Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (pp. 257-276). Leiden, Amsterdam: Brill Publishing.

Stooke, R. K., & Hibbert, K. (2017). Writing Goes Back to School: Exploring the “Institutional Practice of Mystery” in a Graduate Education Program. Canadian Journal for the Scholarship of Teaching and Learning, 8(3), 1-16. 

Summers, S. (2016). Building Expertise: The Toolkit in UCLA’s Graduate Writing Center. The Writing Center Journal, 35(2), 117-145.

Swadener, B. B., Peters, L., & Eversman, K. A. (2015). Enacting Feminist Alliance Principles in a Doctoral Writing Support Group. New Directions for Higher Education, 2015(171), 97-106.

Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students: Essential tasks and skills (3rd ed.). Ann Arbor, MI: University of Michigan Press.

Swales, J. M., & Lindemann, S. (2002). Teaching the literature review to international graduate students. In A. Johns (Ed.). Genre in the classroom: Multiple perspectives (pp. 105-119). Mahwah, NJ: Lawrence Erlbaum.

Switzer, A., & Perdue, S. W. (2011). Dissertation 101: A Research and Writing Intervention for Education Graduate Students. Education Libraries, 34(1), 4-14.

Tian, J., & Low, G. D. (2012). To What Extent Are Postgraduate Students from China Prepared for Academic Writing Needed on UK Master’s Courses? Language, Culture and Curriculum, 25(3), 299-319.

Timmerman, B. C., Feldon, D., Maher, M., Strickland, D., & Gilmore, J. (2013). Performance-based assessment of graduate student research skills: Timing, trajectory, and potential thresholds. Studies in Higher Education, 38(5), 693-710.

Thesen, L., & Cooper, L. (Eds.). (2014). Risk in Academic Writing: Postgraduate Students, Their Teachers and the Making of Knowledge. Bristol: Multilingual Matters.

Thomas, M., Williams, A., Case, J. (2014). The Graduate Writing Institute: Overcoming Risk, Embracing Strategies, and Appreciating Skills. Learning Assistance Review, 19(1), 69-98.

Thomson, P., & Kamler, B. (2016). Detox your writing: Strategies for doctoral researchers. Routledge.

Thomson, P., & Walker, M. (2010). The Routledge doctoral students’ companion: getting to grips with research in education and the social sciences. London: Routledge.

Thurlow, S., Morton, J., Choi, J. (2017). You can’t be Shakespearean talking about the institutionalisation of sex offenders: Creativity and creative practices of multilingual doctoral writers. Journal of Second Language Writing. doi: 10.1016/j.jslw.2017.11.002

Toth, M. (2005). Research and Writing and Theses–Oh My! The Journey of a Collaboratively Taught Graduate Research and Writing Course. The Reference Librarian, 43(89/90), 81-92.

Turner, J. (2015). The Symbolic Economy of Research Literacies: The Role of “Writtenness” in the PhD Thesis. In C. Badenhorst & C. Guerin (Eds.) Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (pp. 205-220). Leiden, Amsterdam: Brill Publishing.

Turner, M. D., & Turner, J. (2015). Play and Creativity in Academic Writing. In C. Badenhorst, & C. Guerin (Eds.), Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (pp. 356-370). Leiden, Amsterdam: Brill Publishing.

Van Cleave, J., Bridges-Rhoads, S., & Hughes, H. E. (2018). Work/think/play in doctoral education. Qualitative Inquiry, 24(10), 739-742. doi: 10.1177/1077800418767215.

Van Der Merwe, M. (2015). Doctoral Writing for Publication at a Leading African University: Publication Patterns and Pedagogies. Perspectives in Education, 33(3), 92-106.     

Vaughan, K. (2005). Pieced Together: Collage as an Artist’s Method for Interdisciplinary Research. International Journal of Qualitative Methods, 4(1), 27-52.

Wagener, B. (2018). The importance of affects, self-regulation and relationships in the writing of a master’s thesis. Teaching in Higher Education, 23(2), 227-242.

Walker, M. & Thomson, P. (2010). The Routledge doctoral supervisors’ companion: supporting effective research in education and the social sciences. London: Routledge.

Wallace, M., & Wray, A. (2011). Critical reading and writing for postgraduates (2nd ed.). London: SAGE.

Wang, T., & Li, L. Y. (2008). Understanding international postgraduate research students’ challenges and pedagogical needs in thesis writing. International Journal of Pedagogies and Learning, 4(3), 88-96.

Waring, H. Z. (2005). Peer tutoring in a graduate writing centre: Identity, expertise, and advice resisting. Applied Linguistics, 26(2), 141-168. doi:10.1093/applin/amh041

Watkins, S., & Green, R. (2003). Speaking and writing proficiency of international graduate students in elective, mentoring environments. Journal of Engineering Education, 92(2), 147-154.

Watts, J. H. (2012). To publish or not to publish before submission? Considerations for doctoral students and supervisors. Creative Education, 3, 1101-1107.

Wei, J., Carter, S., & Laurs, D. (2019). Handling the loss of innocence: first-time exchange of writing and feedback in doctoral supervision. Higher Education Research & Development, 38(1), 157-169.

Wellington, J. (2010). More than a matter of cognition: An exploration of affective writing problems of post-graduate students and their possible solutions. Teaching in Higher Education, 15(2), 135-150. doi: 10.1080/13562511003619961

Wette, R. (2017). Using mind maps to reveal and develop genre knowledge in a graduate writing course. Journal of Second Language Writing, 38, 58-71.

Williams, P., Stevenson, I., & Nicholas, D., Watkinson, A., & Rowlands, I. (2009). The role and future of the monograph in arts and humanities research. Aslib Proceedings: New Information Perspectives, 61(1), 67-82.

Wilmot, K. (2018). Designing writing groups to support postgraduate students’ academic writing: A case study from a South African university. Innovations in Education and Teaching International, 55(3), 257-265.

Wilson, K. (2002). Quality assurance issues for a PhD by published work: a case study. Quality Assurance in Education, 10(2), 71-78.

Wisker, G. (2015). Agency and Articulation in Doctoral Writing: Building the Messy Research Journey into a Well-Constructed Thesis. In C. Badenhorst, & C. Guerin (Eds.), Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (pp. 184-201). Leiden, Amsterdam: Brill Publishing.

Wisker, G. (2015). Developing doctoral authors: engaging with theoretical perspectives through the literature review. Innovations in Education and Teaching International, 52(1), 64-74.

Wisker, G., Robinson, G., &Shacham, M. (2007). Postgraduate research success: communities of practice involving cohorts, guardian supervisors and online communities. Innovations in Education and Teaching International, 44(3), 301-320.  

Wu, H., & Zhang, L. J. (2017). Effects of Different Language Environments on Chinese Graduate Students’ Perceptions of English Writing and Their Writing Performance. System: An International Journal of Educational Technology and Applied Linguistics, 65, 164-173.

Wynne, C., Guo, Y., Wang, S., & Wynne, C. (2014). Writing Anxiety Groups: A Creative Approach for Graduate Students. Journal of Creativity in Mental Health, 9(3), 366-379.

Xu, L. (2016). Written feedback in intercultural doctoral supervision: A case study. Teaching in Higher Education, 22(2), 239-255. doi: 10.1080/13562517.2016.1237483

Yao, C. W., & Vital, L. M. (2018). Reflexivity in International Contexts: Implications for U.S. Doctoral Students International Research Preparation. International Journal of Doctoral Studies, 13, 193-210.

Yeh, C. C. (2010). New graduate students’ perspectives on research writing in English: A case study in Taiwan. Journal of Academic Language and Learning, 4(1), A1-A12.

Yu, S., & Lee, I. (2013). Understanding Supervisors’ Commentary Practices in Doctoral Research Proposal Writing: A Hong Kong Study. The Asia-Pacific Education Researcher, 22(4), 473-483.

Zhang, C. J., & Zhu, Y. (2016). China’s graduate students need better education in scientific writing and publishing. Journal of Zhejiang University-SCIENCE B, 17(5), 409-412.

Zhang, Z. (2011). A nested model of academic writing approaches: Chinese international graduate students’ views of English academic writing. Language and Literacy, 13(1), 39-59.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s