Supervisor and Student Co-Writing: An Apprenticeship Perspective

Charlotte Wegener, Lene Tanggaard

Abstract


This is a story about the creation of a co-authored research article. The purpose is to emphasize co-writing as a significant pedagogic practice within doctoral supervision. Regarding apprenticeship as a pedagogical methodology as well as a theoretical framework makes co-writing more than an output-driven technique for increasing productivity. Becoming a researcher requires intense involvement in real research, and it is difficult to teach somebody how to do it. It entails practice. This practice is presented by means of an e-mail correspondence between a doctoral student and her supervisor during the article production. These real-time reflections show that effective apprenticeship in this context is a matter of giving access to the practice of doing research, opening up the field and thereby providing direction. However, it is also a theoretical perspective concerned with adding materiality and real tasks to the relational space between supervisor and the novice researcher.

URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1303149


Keywords


co-writing; doctoral supervision; getting published; apprenticeship; situated learning

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DOI: http://dx.doi.org/10.17169/fqs-14.3.2030

Copyright (c) 2013 Charlotte Wegener, Lene Tanggaard

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