Eighth Biennial National Conference of the Association for Academic Language and Learning (AALL) 29 - 30 November 2007
Abstract
Go-betweens: PhD students and their supervisors and the ALL adviser
Wendy J. Noble
Academic Writing Specialist, Research Office, Division of Economics and Financial Studies, Macquarie University, Sydney, NSW 2109, Australia
Email: wnoble@efs.mq.edu.au
(Published online Date Month 200?) [JALL Editor to complete.]
This paper is a reflection on the second principle in the Academic Language and Learning (ALL) Position Statement (1995-1999) which concerns the dual nature of the role ALL advisers/lecturers play in working with students and staff to improve the teaching and learning culture within tertiary institutions. It will be argued that this dual role is also an opportunity for ALL staff to integrate their own positions as indispensable components within academic units. The recent promotion of an alternative thesis format that has fuelled discussion about the roles and responsibilities of PhD students and their supervisors will be taken as a case in point. A change in focus, from a traditional thesis format to the relatively unknown path (in Australia) of a thesis in journal article format and by publication, has opened up opportunities to reveal closely held beliefs at various levels of the academy including: the individual, Department, Division and University Research Office. The communicative role of an ALL advisor to inform and facilitate debate on this and other issues has helped to effectively embedded the advisor’s position with stakeholders.
Key Words: Learning Advisor’s Role, Embedding Academic Literacy, Thesis by Publication
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