Authoring a PhD Thesis: How to Plan, Draft, Write and Finish a Doctoral Dissertation

Authoring a Ph.D. Thesis involves having creative ideas, working out how to organize them, writing up from plans, upgrading text, and finishing it speedily and to a good standard. It also involves being examined and getting work published. This book provides a huge range of ideas and suggestions to help Ph.D. candidates cope with both the intellectual issues involved and the practical difficulties of organizing their work effectively.

Since the first edition of this innovative book, thousands of doctoral students have gained their doctorates by following the spot-on advice it gives. Across all faculties and disciplines, it remains the book of choice for both students and their supervisors, establishing it as a worldwide bestseller. This practical book guides students through all they need to know to approach the research, write and defend their ideas and ultimately produce a unique and robust academic thesis. It also gives supervisors and examiners invaluable tips on their role in the process. With vignettes from doctoral candidates, the book demonstrates how problems can be approached and overcome.

Publishing Pedagogies for the Doctorate and Beyond

Within a context of rapid growth and diversification in higher degree research programs, there is increasing pressure for the results of doctoral research to be made public. Doctoral students are now being encouraged to publish not only after completion of the doctorate, but also during, and even as part of their research program. For many this is a new and challenging feature of their experience of doctoral education. Publishing Pedagogies for the Doctorate and Beyond is a timely and informative collection of practical and theorised examples of innovative pedagogies that encourage doctoral student publishing.

Helping Doctoral Students Write - Pedagogies for Supervision

This essential guide offers a new approach to doctoral writing, written specifically for doctoral supervisors. Rejecting the DIY websites and manuals that promote a privatised skills-based approach to writing research, Kamler and Thomson offer a new framework for scholarly work to help doctorate students produce clear and well-argued dissertations. Drawing on a wide range of research and hands-on experience, the authors argue that making an original contribution to scholarly knowledge requires doctoral candidates to do both text and identity work. Their discussion of the complexities of forming a scholarly identity is illustrated by the stories and writing of real doctoral students.