Abstract:
Doctoral thesis writing proves to be difficult and poses various challenges to
candidates during their postgraduate journey. This article seeks to contribute
to the knowledge base underpinning academic writing at doctoral level by
proposing an academic writing skills framework for doctoral candidates at the
Central University of Technology, Free State (CUT). Participants include
students who study towards a doctoral qualification, their supervisors and
language editors who regularly proof-read doctoral theses. A qualitative
research design is employed to investigate problems, obstacles and
challenges experienced with academic writing; and to explore opportunities
for promoting academic writing. Based on the perspectives from the literature
and the findings from the study, a framework is proposed reflecting six levels at
which academic writing skills of doctoral candidates may be promoted. These
are: the creative level (mind-mapping); social level (workshops and
meetings); intellectual level (reading); pedagogical level (reflective practice);
scholarly level (addressing academic writing at undergraduate level); and
spiritual level (determination and resilience). This framework may be a
valuable tool to offer support for doctoral writing and skills development.
