{"title":"构建研究成果:博士写作教学的一种工具","authors":"Kirstin Wilmot","doi":"10.1080/13562517.2023.2280264","DOIUrl":null,"url":null,"abstract":"ABSTRACTMaking a contribution to knowledge is a cornerstone requirement of the PhD. It requires candidates to provide new understandings about a phenomenon to push the boundaries of an intellectual field. To achieve this ‘boundary pushing’, the findings offered in the research must have relevance for contexts beyond the site of study. In effect, the knowledge generated in one context needs to be transferable to other contexts. This aspect of research writing is broadly acknowledged; however, learning how to implement it in practice is less widely understood. Drawing on the concept of semantic gravity from Legitimation Code Theory, this paper offers a conceptual account of knowledge and an associated set of practical writing strategies for weaving different forms of knowledge together. The paper offers a writing tool which can be used by supervisors in the humanities and social sciences to make writing expectations clear and as a metalanguage for feedback practices.KEYWORDS: Doctoral writingsupervision practicedoctoral educationLegitimation Code Theorysemantic gravityknowledge transfer Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Constructing research findings: a tool for teaching doctoral writing\",\"authors\":\"Kirstin Wilmot\",\"doi\":\"10.1080/13562517.2023.2280264\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACTMaking a contribution to knowledge is a cornerstone requirement of the PhD. It requires candidates to provide new understandings about a phenomenon to push the boundaries of an intellectual field. To achieve this ‘boundary pushing’, the findings offered in the research must have relevance for contexts beyond the site of study. In effect, the knowledge generated in one context needs to be transferable to other contexts. This aspect of research writing is broadly acknowledged; however, learning how to implement it in practice is less widely understood. Drawing on the concept of semantic gravity from Legitimation Code Theory, this paper offers a conceptual account of knowledge and an associated set of practical writing strategies for weaving different forms of knowledge together. The paper offers a writing tool which can be used by supervisors in the humanities and social sciences to make writing expectations clear and as a metalanguage for feedback practices.KEYWORDS: Doctoral writingsupervision practicedoctoral educationLegitimation Code Theorysemantic gravityknowledge transfer Disclosure statementNo potential conflict of interest was reported by the author(s).\",\"PeriodicalId\":22198,\"journal\":{\"name\":\"Teaching in Higher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2023-11-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching in Higher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/13562517.2023.2280264\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching in Higher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13562517.2023.2280264","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Constructing research findings: a tool for teaching doctoral writing
ABSTRACTMaking a contribution to knowledge is a cornerstone requirement of the PhD. It requires candidates to provide new understandings about a phenomenon to push the boundaries of an intellectual field. To achieve this ‘boundary pushing’, the findings offered in the research must have relevance for contexts beyond the site of study. In effect, the knowledge generated in one context needs to be transferable to other contexts. This aspect of research writing is broadly acknowledged; however, learning how to implement it in practice is less widely understood. Drawing on the concept of semantic gravity from Legitimation Code Theory, this paper offers a conceptual account of knowledge and an associated set of practical writing strategies for weaving different forms of knowledge together. The paper offers a writing tool which can be used by supervisors in the humanities and social sciences to make writing expectations clear and as a metalanguage for feedback practices.KEYWORDS: Doctoral writingsupervision practicedoctoral educationLegitimation Code Theorysemantic gravityknowledge transfer Disclosure statementNo potential conflict of interest was reported by the author(s).
期刊介绍:
Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship. The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice. Authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal. Please note that the journal does not publish: -descriptions and/or evaluations of policy and/or practice; -localised case studies that are not contextualized and theorised; -large-scale surveys that are not theoretically and critically analysed; -studies that simply replicate previous work without establishing originality.