Mentoring and Co-Writing for Research Publication Purposes addresses a major gap in our knowledge of how doctoral supervision relationships in the sciences are enacted as writing pedagogy. Based on a multiple-case study of three student-supervisor pairs in environmental sciences, neurosciences and biochemistry as they each prepared a research article for publication, this book offers a finely grained and studied analysis of the role of joint authorship in scaffolding research writing development in the sciences. This book:
Critically engages with a range of approaches to studying doctoral education and writing practices.
Formulates a wide-lens methodology to capture, analyse and interpret the multimodal interactions between co-authors and their evolving text.
Describes writing-oriented supervision meetings in terms of their social and spatial configurations and analyses the roles of supervisor and student vis-ą-vis each other and their evolving text.
Builds theory on how supervisors enculturate their students into the intricate social negotiations at the heart of academic peer review.
Describes how certain genre conventions and textual patterns both emerge from and contribute to the observed writing practices.
Paving the way for future research into co-authoring practices by supervisors and students in postgraduate settings, Mentoring and Co-Writing for Research Publication Purposes is a valuable resource for researchers and advanced students interested in doctoral supervision and writing for research publication purposes.
