Settling students into a community of practice

Vijay Kumar, Elke STRACKE

Research output: A Conference proceeding or a Chapter in BookChapter

Abstract

The supervisor's role is to prompt the writer's development of writing skill. Literacy teaching is a time-consuming exercise, even more so when the quality of the student's written work is poor. Supervisors could encourage the formation of peer-led mentoring groups, preferably teaming up with other academic colleagues and merging groups of students. An additional benefit is that learning does not take place only within the supervisor-student interactions, but also with other members of the community of practice. This chapter presents five strategies that supervisors could consider when working with their students in a community of practice: develop writing and feedback as a thinking process; encourage 'noticing' and acquisition of lexical bundles and academic vocabulary; provide a range of feedback; consider the emotional aspects of feedback; and pre-empt possible misunderstanding and tensions. Depending on the university's support services, these strategies should ideally be implemented and practised with the support of academic skills advisors.
Original languageEnglish
Title of host publicationDeveloping research writing
Subtitle of host publicationA handbook for supervisors and advisors
EditorsSusan Carter, Deborah Laurs
Place of PublicationLondon and New York
PublisherRoutledge
Chapter2
Pages17–22
Number of pages6
Edition1
ISBN (Electronic)9781315541933
ISBN (Print)9781138688148 , 9781133688155
Publication statusPublished - 2018

Fingerprint

settling
community
student
mentoring
vocabulary
Group
literacy
writer
Teaching
interaction
learning

Cite this

Kumar, V., & STRACKE, E. (2018). Settling students into a community of practice. In S. Carter, & D. Laurs (Eds.), Developing research writing: A handbook for supervisors and advisors (1 ed., pp. 17–22). London and New York: Routledge.
Kumar, Vijay ; STRACKE, Elke. / Settling students into a community of practice. Developing research writing: A handbook for supervisors and advisors. editor / Susan Carter ; Deborah Laurs. 1. ed. London and New York : Routledge, 2018. pp. 17–22
@inbook{535c5aa19c094245a18dac141a37d301,
title = "Settling students into a community of practice",
abstract = "The supervisor's role is to prompt the writer's development of writing skill. Literacy teaching is a time-consuming exercise, even more so when the quality of the student's written work is poor. Supervisors could encourage the formation of peer-led mentoring groups, preferably teaming up with other academic colleagues and merging groups of students. An additional benefit is that learning does not take place only within the supervisor-student interactions, but also with other members of the community of practice. This chapter presents five strategies that supervisors could consider when working with their students in a community of practice: develop writing and feedback as a thinking process; encourage 'noticing' and acquisition of lexical bundles and academic vocabulary; provide a range of feedback; consider the emotional aspects of feedback; and pre-empt possible misunderstanding and tensions. Depending on the university's support services, these strategies should ideally be implemented and practised with the support of academic skills advisors.",
author = "Vijay Kumar and Elke STRACKE",
year = "2018",
language = "English",
isbn = "9781138688148",
pages = "17–22",
editor = "Susan Carter and Deborah Laurs",
booktitle = "Developing research writing",
publisher = "Routledge",
address = "United Kingdom",
edition = "1",

}

Kumar, V & STRACKE, E 2018, Settling students into a community of practice. in S Carter & D Laurs (eds), Developing research writing: A handbook for supervisors and advisors. 1 edn, Routledge, London and New York, pp. 17–22.

Settling students into a community of practice. / Kumar, Vijay; STRACKE, Elke.

Developing research writing: A handbook for supervisors and advisors. ed. / Susan Carter; Deborah Laurs. 1. ed. London and New York : Routledge, 2018. p. 17–22.

Research output: A Conference proceeding or a Chapter in BookChapter

TY - CHAP

T1 - Settling students into a community of practice

AU - Kumar, Vijay

AU - STRACKE, Elke

PY - 2018

Y1 - 2018

N2 - The supervisor's role is to prompt the writer's development of writing skill. Literacy teaching is a time-consuming exercise, even more so when the quality of the student's written work is poor. Supervisors could encourage the formation of peer-led mentoring groups, preferably teaming up with other academic colleagues and merging groups of students. An additional benefit is that learning does not take place only within the supervisor-student interactions, but also with other members of the community of practice. This chapter presents five strategies that supervisors could consider when working with their students in a community of practice: develop writing and feedback as a thinking process; encourage 'noticing' and acquisition of lexical bundles and academic vocabulary; provide a range of feedback; consider the emotional aspects of feedback; and pre-empt possible misunderstanding and tensions. Depending on the university's support services, these strategies should ideally be implemented and practised with the support of academic skills advisors.

AB - The supervisor's role is to prompt the writer's development of writing skill. Literacy teaching is a time-consuming exercise, even more so when the quality of the student's written work is poor. Supervisors could encourage the formation of peer-led mentoring groups, preferably teaming up with other academic colleagues and merging groups of students. An additional benefit is that learning does not take place only within the supervisor-student interactions, but also with other members of the community of practice. This chapter presents five strategies that supervisors could consider when working with their students in a community of practice: develop writing and feedback as a thinking process; encourage 'noticing' and acquisition of lexical bundles and academic vocabulary; provide a range of feedback; consider the emotional aspects of feedback; and pre-empt possible misunderstanding and tensions. Depending on the university's support services, these strategies should ideally be implemented and practised with the support of academic skills advisors.

UR - https://www.routledge.com/Developing-Research-Writing-A-Handbook-for-Supervisors-and-Advisors/Carter-Laurs/p/book/9781138688155

M3 - Chapter

SN - 9781138688148

SN - 9781133688155

SP - 17

EP - 22

BT - Developing research writing

A2 - Carter, Susan

A2 - Laurs, Deborah

PB - Routledge

CY - London and New York

ER -

Kumar V, STRACKE E. Settling students into a community of practice. In Carter S, Laurs D, editors, Developing research writing: A handbook for supervisors and advisors. 1 ed. London and New York: Routledge. 2018. p. 17–22