Writing as craft and practice in the doctoral curriculum

In this chapter, writing teachers from two different countries and settings reflect on how writing might be brought from the periphery to the centre of doctoral education. Both imagine a rich and nuanced pedagogy that develops a sense of scholarship as rhetorical, dialogic, participatory and collaborative, but one works within a curriculum steeped in the traditions of North American writing studies, and the other helps students create a world of writing beyond the classroom. In one context, students analyse, reflect on and experiment with, the strategies of academic discourse; in the other, students are immersed in that discourse through voluntary participation in writing groups where peer review drives learning. While the discussion here details two pedagogical approaches, the broader aim is to promote wider discussion of possibilities for how institutions might respond to new and evolving requirements of doctoral writing.