Discipline-Focused Revision Practices: A Context-Specific Example of Revising Dissertation Writing

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Author(s): Mindy Crain-Dorough (Southeastern Louisiana University, USA)and Adam C. Elder (Southeastern Louisiana University, USA)
Copyright: 2020
Pages: 30
Source title: Teaching Academic Writing as a Discipline-Specific Skill in Higher Education
Source Author(s)/Editor(s): El-Sadig Y. Ezza (University of Khartoum, Sudan)and Touria Drid (Kasdi Merbah University, Algeria)
DOI: 10.4018/978-1-7998-2265-3.ch005

Keywords: Curriculum Development and Instructional Design / Education / Higher Education / Information Science Reference

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Abstract

In this chapter, the authors present a conceptual framework grounded in a comprehensive review of the literature that discusses disciplinary writing and scholarly identity, specifically focusing on the role that revision has in both the scholarly writing process and the formation of scholarly identity. A review of the revision process is described, followed by the impacts of discipline and context factors on that process. An example of this process in the social sciences for doctoral students is provided to illustrate the application of the ideas described in the chapter. This discussion concentrates on novice writers such as graduate students and early career researchers. Finally, research-based strategies for providing scholarly writing instruction to graduate students are described with regard to improving students' revision processes.

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Discipline-Focused Revision Practices: A Context-Specific Example of Revising Dissertation Writing

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