Suggestions for Further Reading
To assist our doctoral students in developing the skills required to produce doctoral-level academic writing, we are providing a list of writing and editing resources.
Aitchison, C., Kamler, B., & Lee, A. (2010). Publishing pedagogies for the doctorate and beyond. New York, NY: Routledge.
"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. The authors give detailed accounts of their own pedagogical practices so that others may build on their experiences, including: a program of doctoral degree by publication; mentoring strategies to support student publishing; innovations within existing programs, including embedded publication pedagogies; co-editing a special issue of a scholarly journal with students; 'publication brokering', and writing groups and writing retreats."
Belcher, W. L. (2009). Writing your journal article in twelve weeks: A guide to academic publishing success. Thousand Oaks, CA: Sage.
"This book is a wonderful addition to a graduate course on professional writing, to a writers' group in need of some structure, or even to the lone writer who needs assistance becoming an academic writer."
―Chronicle of Higher Education
"Wendy Laura Belcher's Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing Success isa revolutionary approach to enabling academic authors to overcome their anxieties and produce the publications that are essential to succeeding in their fields. Each week, readers learn a particular feature of strong articles and work on revising theirs accordingly. At the end of twelve weeks, they send their article to a journal."
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. New York, NY: Sage.
Abstract: A thorough, sophisticated literature review is the foundation and inspiration for substantial, useful research. The complex nature of education research demands such thorough, sophisticated reviews. Although doctoral education is a key means for improving education research, the literature has given short shrift to the dissertation literature review. This article suggests criteria to evaluate the quality of dissertation literature reviews and reports a study that examined dissertations at three universities. Acquiring the skills and knowledge required to be education scholars, able to analyze and synthesize the research in a field of specialization, should be the focal, integrative activity of predissertation doctoral education. Such scholarship is a prerequisite for increased methodological sophistication and for improving the usefulness of education research.
Kamler, B. & Thomson, P. (2006). Helping doctoral students write: Pedagogies for supervision. New York, NY: Routledge.
"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."
Kamler, B. (2001). Relocating the personal: A critical writing pedagogy. New York, NY: State University of New York Press.
"With Relocating the Personal, Barbara Kamler offers readers two gifts. The first is a rich collection of critical writings, by so many different kinds of students, writing from so many different sites for education. Kamler s second gift is a text on critical pedagogy in which she is herself explicit and self-critical, instructive and generous about the teaching of writing."
~ Michelle Fine, from the Foreword
McLean, M. (2010). Argumentation and the doctoral thesis. In P. Thomson & M. Walker (Eds), The Routledge doctoral student's companion. New York, NY: Routledge.
In his introduction, McLean states that his intention is for "nurturing PhD students' capacity for argumentation."
"This has some nice, straight forward ideas about how to encourage students to think about the complexities of argumentation."
Retrieved from https://doctoralwriting.wordpress.com/recommended-reading/
Murray, R. (2011). How to write a thesis, 3rd ed. United Kingdom: Open University Press.
"This book has become a trusted resource for students from a wide range of disciplinary backgrounds. Not only does it take you through the steps and stages of thesis writing, but more importantly, it offers rich advice and support that helps build confidence, sets up effective writing habits and generates a positive orientation towards the complex task of thesis writing."
~ Professor Sarah Moore, Associate Vice President Academic, University of Limerick, Ireland
Rocco, T. S., Hatcher, T. & Creswell, J. W. (2011). Student to scholar: The guide for doctoral students the handbook of scholarly writing and publishing. San Francisco, CA: Jossey-Bass.
"Rocco and Hatcher have done every scholar, doctoral student, and committee chair a huge favor by putting this book together. Now in one place we can find resources to help graduate students and scholars get over their writing blocks and fear of writing, and learn how to write successfully."
~ Alan L. Carsrud, Loretta Rogers Chair of Entrepreneurship Research, Ryerson University, and associate editor, Journal of Small Business Management
Silvia, P. (2009). How to write a lot. Washington, DC: American Psychological Association.
"Paul Silvia explains that writing productively does not require innate skills or special traits but specific tactics and actions. Drawing examples from his own field of psychology, he shows readers how to overcome motivational roadblocks and become prolific without sacrificing evenings, weekends and vacations."
Retrieved from http://www.apa.org/pubs/books/4441010.aspx
Strunk, W. Jr., White, E. B., & Angell, R. (1999). The elements of style, 4th ed. London: Longma.
From the Back Cover: "You know the authors' names. You recognize the title. You've probably used this book yourself. This is The Elements of Style, the classic style manual, now in a fourth edition. A new Foreword by Roger Angell reminds readers that the advice of Strunk & White is as valuable today as when it was first offered. This book's unique tone, wit and charm have conveyed the principles of English style to millions of readers. Use the fourth edition of "the little book" to make a big impact with writing. "
Zerubavel, E. (1999). The clockwork muse: A practical guide to writing theses. Cambridge, MA: Harvard University Press.
"The Clockwork Muse rethinks the writing process in terms of time and organization. It offers writers a simple yet comprehensive framework that considers such variables as when to write, for how long, and how often, while keeping a sense of momentum throughout the entire project. It shows how to set priorities, balance ideals against constraints, and find the ideal time to write. For all those whose writing has languished, waiting for the "right moment," The Clockwork Muse announces that the moment has arrived."
Retrieved from http://www.hup.harvard.edu/catalog.php?isbn=9780674135864
Zinsser, W. (2006). On writing well, 30th anniversary edition: The classic guide to writing nonfiction. New York, NY: Harper Perennial.
"On Writing Well has been praised for its sound advice, its clarity and the warmth of its style. It is a book for everybody who wants to learn how to write or who needs to do some writing to get through the day, as almost everybody does in the age of e-mail and the Internet."