PhD students are enculturated into scholarly writing through relationships with their supervisors and other faculty. As part of a doctoral writing group, we explored students’ experiences that affected their writing, both cognitively and affectively, and how these experiences made them feel about themselves as academic writers. Six first and second year doctoral students participated in formal group discussions, using Edward de Bono’s (1985/1992) Six Thinking Hats to guide the discussions. In addition, the students wrote personal narratives about their writing experiences. Data were analyzed according to the rhetorical rectangle of logos, ethos, pathos, and kairos. Analysis revealed that students were having struggles with their identities as academic writers, not feeling as confident as they had before their programs, and questioning some of the pedagogy of teaching academic writing.

Les chercheurs doivent citer ce travail comme suit :

• FitzPatrick, B., Chong, M., Tuff, J., Jamil, S., Hariri, K. A., Stocks, T., Cumby, C., (2025), "PhD Students Learning the Process of Academic Writing: The Role of the Rhetorical Rectangle", HSSCommons: (DOI: 10.31468/dwr.873)

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1. Discourse and Writing/Rédactologie

Original publication: FitzPatrick, Beverly; Chong, Mike; Tuff, James; Jamil, Sana; Hariri, Khalid Al; Stocks, Taylor; Cumby, Christopher. "PhD Students Learning the Process of Academic Writing: The Role of the Rhetorical Rectangle." Discourse and Writing/Rédactologie, vol. 31, 2021, pp. 136-162. DOI: 10.31468/dwr.873. This material has been re-published in an unmodified form on the Canadian HSS Commons with the permission of Discourse and Writing/Rédactologie. Copyright © the author(s). Work published in DW/R is licensed under the Creative Commons CC BY-SA license