الصعوبات التي يواجهها طلبة الدكتوراة السعوديين في الجامعات البريطانية في كتابة الأطاريح

References

Aitchison, C., Catterall, J., Ross, P., & Burgin, S. (2012). ‘Tough love and tears’: Learning doctoral writing in the sciences. Higher Education Research & Development, 31(4), 435-447.

Allison, D., Cooley, L., Lewkowicz, J., & Nunan, D. (1998). Dissertation writing in action: The development of a dissertation writing support program for ESL graduate research students. English for Specific Purposes, 17(2), 199-217.

Anderson, C., Day, K., & McLaughlin, P. (2006). Mastering the dissertation: Lecturers’ representations of the purposes and processes of Master’s level dissertation supervision. Studies in Higher Education, 31(2), 149-168.

Armitage, A., (2006). The roles, expectations and experiences of master’s degree dissertation supervisors. In: C. Rust (Ed.), Improving student learning through assessment. Proceedings of the 13th improving student learning symposium, Imperial College, London, 5-7 September 2005. Oxford: Oxford Brookes University.

Armstrong, K. (2012). Best practice in managing, supervising and assessing post-graduate marketing dissertations. York: Higher Education Academy.

Aspland, T., Edwards, H., O’Leary, J., & Ryan, Y. (1999). Tracking new directions in the evaluation of postgraduate supervision. Innovative Higher Education, 24(2), 127-147.

Belcher, D. (1994). The apprenticeship approach to advanced academic literacy: Graduate students and their mentors. English for Specific Purposes, 13, 23-34.

Bitchener, J., & Basturkmen, H. (2006). Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes 5(1), 4-18.

Bridgeman, B., & Carlson, S. B. (1984). Survey of academic writing tasks. Written Communication, 1(2), 247-280.

Braine, G. (2002). Academic literacy and the nonnative speaker graduate students. Journal of English for Academic Purposes, 1(1), 59-68.

Canseco, G., & Byrd, P. (1989). Writing Required in Graduate Courses in Business Administration. TESOL Quarterly, 23(2), 305–316.

Casanave, C. P. (1998). Transitions: The balancing act of bilingual academics. Journal of Second Language Writing, 7(2), 175-203.

Casanave, C. P., & Hubbard, P. (1992). The writing assignments and writing problems of doctoral students: Faculty perceptions, pedagogical issues, and needed research. English for Specific Purposes, 11(1), 33-49.

Cooley, L., & Lewkowicz, J. (1995). Developing awareness of the rhetorical and linguistic conventions of writing a thesis in English: Addressing the needs of ESL/EFL postgraduate students. In A. Duszak (Ed.), Culture and styles of academic discourse. Berlin: Mouton de Gruyter.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson.

Dong, Y. (1998). Non-native graduate student students' thesis/dissertation writing in science: Self-reports by students and their advisors from two US institutions. English for Specific Purposes, 17, 369-390.

Exley, K., & O'Malley, C. (1999). Supervising PhDs in Science and Engineering. In Wisker, G., & Sutcliffe, N. (Ed.). Good practice in postgraduate supervision. Birmingham: SEDA.

Fan, Ying. (2013). The experiences of international students with dissertation study: Business Education. York: Higher Education Academy.

Fotovatian, S. (2012). Three constructs of institutional identity among international doctoral students in Australia. Teaching in Higher Education, 17(5), 577-588.

Gosden, H. (1996). Verbal reports of Japanese novices' research writing practices in English. Journal of Second Language Writing, 5(2), 109–128.

Grant, B. M. (2008). Agonistic Struggle: Master—slave dialogues in humanities supervision. Arts and Humanities in Higher Education, 7(1), 9-27.

Hirvela, A., & Belcher, D. (2001). Coming back to voice: The multiple voices and identities of mature multilingual writers. Journal of second language writing, 10(1), 83-106.

Horowitz, D. M. (1986). What professors actually require: Academic tasks for the ESL classroom. TESOL Quarterly, 20, 445–460. doi:10.2307/3586294

James, K. (1984). The writing of theses by speakers of english as a foreign language: The results of a case study. Common Ground: Shared Interests in ESP and Communication Studies, 99-113.

Jenkins, S., Jordan, M. K., & Weiland, P. O. (1993). The role of writing in graduate engineering education: A survey of faculty beliefs and practices. English for specific purposes, 12(1), 51-67.

Kamler, B., & Thomson, P. (2014). Helping doctoral students write: Pedagogies for supervision. Routledge.

Lea, M.R. ( 2005). "Communities of practice" in higher education: Useful heuristic or educational model? In D. Barton & K. Tusting (Eds.), Beyond communities of practice: Language, power and social context (pp. 180-197). New York, NY: Cambridge University Press.

Lee, A. (2008) How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33(3), 267-281.

Li, Y. (2016). “Publish SCI papers or no degree”: practices of Chinese doctoral supervisors in response to the publication pressure on science students. Asia Pacific Journal of Education, 36(4), 545-558.

Lillis, T., & Scott, M. (2007). Defining academic literacies research: Issues of epistemology, ideology and strategy. Journal of applied linguistics, 4(1), 5-32.

Lumadi, M. W. (2011). The pedagogy of postgraduate research supervision and its complexities. College Teaching Methods & Styles Journal (CTMS), 4(11), 25-32.

McCormack, C. (2004). Tension between students and institutional conceptions of postgraduate research. Studies in Higher Education, 29(3), 319-334.

Neuman, W. L. (2014). Social research methods: Quantitative and qualitative approaches (7th ed.). Boston: Pearson.

Paltridge, B. (2002). Thesis and dissertation writing: An examination of published advice and actual practice. English for Specific Purposes, 21(2), 125-143.

Parry, S. (1998). Disciplinary discourse in doctoral theses. Higher Education, 36(3), 273-299.

Philips, E. M., & Pugh, D. S. (2000). How to get a PhD: A handbook for students and their supervisors (3rd ed.). Buckingham: Open University Press.

Riazi, A. (1997). Acquiring disciplinary literacy: A social-cognitive analysis of text production and learning among Iranian graduate students of education. Journal of Second Language Writing, 6(2), 105-137.

Ryan, J., & Viete, R. (2009). Respectful interactions: Learning with international students in the English-speaking academy. Teaching in Higher education, 14(3), 303-314.

Sommers, N., & Saltz, L. (2004). The novice as expert: Writing the freshman year. College Composition and Communication, 124-149.

Strauss, P., Walton, J. A., & Madsen, S. (2003). “I don’t have time to be an English teacher.” - Supervising the EAL thesis. Hong Kong Journal of Applied Linguistics, 8(2), 1-16.

Swales, J. M. (2001). EAP-related linguistic research: An intellectual history. Research perspectives on English for academic purposes, 42-54.

Thompson, P. (1999). Exploring the contexts of writing: Interviews with PhD supervisors. Issues in EAP writing research and instruction, 37-54.

Todd, M. J., Smith, K., & Bannister, P. (2006). Supervising a social science undergraduate dissertation: Staff experiences and perceptions. Teaching in Higher Education, 11(2), 161-173.

Wallimann, I. (1981). Estrangement: Marx's conception of human nature and the division of labor. Westport: Greenwood Press.

Wellington, J. (2010). More than a matter of cognition: An exploration of affective writing problems of post-graduate students and their possible solutions. Teaching in Higher Education, 15(2), 135-150.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge university press.

West, G. K., & Byrd, P. (1982). Technical writing required of graduate engineering students. Journal of Technical Writing and Communication, 12(1), 1-6.

Wood, A. (2001). International scientific English: The language of research scientists around the world. Research perspectives on English for academic purposes, 71-83.

Woolhouse, M. (2002). Supervising dissertation projects: Expectations of supervisors and students. Innovations in Education and Training International, 39(2), 137-144.

Yancey, K. B. (1994). Voices on Voice: Perspectives, Definitions, Inquiry. Urbana: National Council of Teachers of English