Ressenya de llibre. Knowledge-Making from a Postgraduate Writers’ Circle. A Southern Reflectory, de Lucia Thesen

Autors/ores

  • Lina Calle Arango Pontificia Universidad Católica de Chile

Resum

Ressenya de llibre. Knowledge-Making from a Postgraduate Writers’ Circle. A Southern Reflectory, de Lucia Thesen

Referències

Aitchison, C., & Lee, A. (2006). Research writing: Problems and pedagogies. Teaching in Higher Education, 11(11), 265–278. https://doi.org/10.1080/13562510600680574

Calle-Arango, L., & Ávila Reyes, N. (2023). Obstacles, facilitators, and needs in doctoral writing: A systematic review. Studies in Continuing Education, 45(2), 133–151. https://doi.org/10.1080/0158037X.2022.2026315

Cisco, J. (2020). Exploring the connection between impostor phenomenon and postgraduate students feeling academically-unprepared. Higher Education Research & Development, 39(2), 200–214. https://doi.org/10.1080/07294360.2019.1676198

Inouye, K., & McAlpine, L. (2019). Developing academic identity: A review of the literature on doctoral writing and feedback. International Journal of Doctoral Studies, 14, 1–31. https://doi.org/10.28945/4168

Levecque, K., Anseel, F., De Beuckelaer, A., Van der Heyden, J., & Gisle, L. (2017). Work organization and mental health problems in PhD students. Research Policy, 46(4), 868–879. https://doi.org/10.1016/j.respol.2017.02.008

Lillis, T. (2008). Ethnography as method, methodology, and “deep theorizing”: Closing the gap between text and context in academic writing research. Written Communication, 25(3), 353–388. https://doi.org/10.1177/0741088308319229

Lillis, T., & Curry, M. J. (2010). Academic writing in a global context: The politics and practices of publishing in english. Routledge.

Navarro, F., Lillis, T., Ávila, N., Curry, M. J., McKinney, C., Motta, D., Lukin, A., & Lauria, D. (2022). English as a “lingua franca” in scientific-academic contexts: A position statement. Journal of English for Research Publication Purposes, 3(1), 143–153. https://doi.org/10.1075/jerpp.21012.nav

Starke-Meyerring, D., & Paré, A. (2011). The roles of writing in knowledge societies: Questions, exigencies, and implications for the study of teaching writing. In D. Starke-Meyerring, A. Paré, N. Artemeva, M. Horne, & L. Yousoubova (Eds.), Writing in knowledge societies (pp. 3–28). WAC Clearinghouse and Parlor Press. https://doi.org/10.37514/PER-B.2011.2379.2.01

Biografia de l'autor/a

Lina Calle Arango, Pontificia Universidad Católica de Chile

Assistant Professor in the Faculty of Education at Pontificia Universidad Católica de Chile in Santiago, Chile. Her research interests focus on academic literacy practices, writing centers and programs in higher education, and the development of discursive identities among undergraduate and graduate student writers.

Publicades

29-06-2026

Com citar

Calle Arango, L. (2026). Ressenya de llibre. Knowledge-Making from a Postgraduate Writers’ Circle. A Southern Reflectory, de Lucia Thesen. Bellaterra: Journal of Teaching and Learning Language and Literature, 19(2), e1511. https://doi.org/10.5565/rev/jtl3.1511

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