Model for the Development of Academic Writing in Doctoral Students

Authors:

Pages: 67-73
DOI: https://doi.org/10.54664/DJYK1335

Abstract:

Academic writing at the doctoral level is a key component of research training and an indicator of the researcher’s scientific maturity. Despite its central 73 role in doctoral education, the development of academic writing often remains without a clearly structured pedagogical framework. This article proposes a model for the development of academic writing in doctoral students, based on the understanding of writing as a tool for scientific thinking rather than as a final product. The model conceptualizes the development of academic writing through four successive stages. Each stage is characterized by specific indicators, typical difficulties, and appropriate pedagogical interventions. The article also presents a summary table that enables the diagnosis of the level of academic writing and the planning of targeted support within doctoral education. The proposed model is applicable within the pedagogical sciences and can be used both in academic writing courses and in individual supervision between doctoral students and their supervisors.

Keywords:

academic writing, doctoral students, scientific competence, developmental model, diagnostics.

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