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dc.contributor.authorCameron Caitrionaen
dc.date.accessioned2011-10-12T00:08:09Z
dc.date.issued2002-11-12en
dc.identifier.urihttps://hdl.handle.net/10182/3923
dc.description.abstractWriting at the postgraduate level can be both daunting and liberating. The reasons why it is daunting are obvious, given that there is far more at stake at this level than at the undergraduate level. It can be easy, however, to overlook how liberating postgraduate writing can be: this may be the first time students have the opportunity to experiment with writing and to explore their potential as a writer. In developing a writing module for thesis writers at Lincoln University, I have focused on creating an environment in which the students can experiment and explore, with the goal of empowering them as writers so that they can continue their writing growth beyond the end of the course. This paper outlines the rationale underlying the writing module. In the workshop I will discuss what has (and hasn’t) been successful in the module, explore some of the activities used, and invite participants to share their experiences in helping postgraduate students to develop lifelong writing skills.en
dc.language.isoenen
dc.publisherLincoln University. Teaching & Learning Services.en
dc.relationThe original publication is available from - Lincoln University. Teaching & Learning Services.en
dc.rightsCopyright © The Author.en
dc.subjectpostgraduate writingen
dc.subjectwriting moduleen
dc.subjectlifelong writing skillsen
dc.subjectthesis writingen
dc.subjectLincoln Universityen
dc.titleEmpowering thesis writersen
dc.typeConference Contribution - Published
lu.contributor.unitLincoln Universityen
pubs.notesPaper presented at the Annual Conference of the Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAAANZ), Victoria University, Wellington, November 12-14 2002.en
pubs.organisational-group/LU
pubs.publication-statusPublisheden
lu.subtypeConference Paperen


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