结论
最后，我们回到本章开篇提到的问题：谁为博士生写作负责？毋庸置疑，写作是学术工作的一部分，从这个意义上说，写作无处不在又无迹可寻。因此，知晓如何写作与传授写作的能力主要归之于导师——主要基于或有时仅仅因为导师自己写了一篇学位论文。与此同时，人们却很少传播与吸收专业的写作知识与写作教学实践，很少将它们纳入学科体系和研究学位项目的“主流”，也没有将它们纳入博士候选人自学的图书中（Aitchison 和Lee，2006）。
我们认为，这个问题的核心是在有关科研的主流理解中，写作处于一种自相矛盾的境地，一方面是长久以来英语的学术文化对语言、文本与写作的轻视，由此一来人们通常在很浅的层次上接触写作与知识生产的概念动力学。从这个意义上说，写作问题是认识论的、文化的问题，也是教学方面的问题。我们主张对博士生教学法的理论和文化基础进行严格的概念讨论与实证性探究，将其作为重要的资源以推动有关写作问题的有效性与理解性活动，从而与学科的知识生产模式联系起来。
在一系列新趋势的背景之下，写作明显成为需要教学干预的对象。这些背景包括博士生毕业压力日益增大，博士成果和文章产出逐渐多样化，写作能力被纳入博士研究生的成果，以及博士生面临着通过或基于博士研究发表论文的压力。目前，对博士生写作的研究已经在很大程度上塑造了学位论文作为产品或文本类型的形象，它们对学位论文的描述和衡量不同于传统上基于科学的学位论文的概念。然而，这种形式也可能以它被记录的速度而日渐消失。在此，我们提倡对不断变化的写作实践进行严格的概念讨论和实证研究，以便对写作的新挑战给予更成熟的回应。
参考文献
[1] Aitchison, c. and Lee, A. (2006) Research writing problems and pedagogies, Teaching in Higher Education, 11(3): 265-278.
[2] Barton, D. (1994) Literacy: An Introduction to the Ecology of Written Language, Oxford: Blackwell.
[3] Benesch, S. (2001) Critical English for Academic Purpsoes: Theory, Politics, and Practice, Mahwah, NJ: Lawrence Erlbaum.
[4] Berkenkotter, C. and Huckin, T. (1995). Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power, Hillsdale, NJ: Lawrence Erlbaum.
[5] Boote, D. and Beile, P. (2005) Scholars before researchers: on the centrality of the dissertation literature review in dissertation preparation, Educational Researcher, 34(6):3-15.
[6] Bunton, D. (2005) The structure of Ph.D. conclusion chapters, Journal of English for Academic Purposes, 4(3): 207-224.
[7] Сlаrk, R. аnd Іvаnіс, R. (1997) The Pоlіtісѕ оf Wrіtіng, Lоndоn: Rоutlеdgе.
[8] Coe, R., Lingard, L. and Teslenko, T. (eds) (2002) The Rhetoric and Ideolgoy of Genre, Cresskill, NJ: Hampton Press.
[9] Cope, B. and Kalantzis, M. (eds) (2000) Multiliteracies: Literacy Learning and the Design of Social Futures, London: Routledge.
[10] Craswell, G. (2005) Writing for Academic Success: A Postgraduate Guide, London: Sage.
[11] Creswell, J.W. and Plano Clark, V. L. (2007) Designing and Conducting Mixed Methods Research, Thousand Oaks, CA: Sage.
[12] Delamont, S., Atkinson, P. and Parry, O. (1997) Supervising the Ph.D. — A Guide to Success, Buckingham: Society for Research into Higher Education and Open University Press.
[13] Dinham, S. and Scott, C. (2001) The experience of disseminating the results of doctoral research, Journal of Further and Higher Education, 25(1): 45-55.
[14] European University Association (2005) Doctoral Programs for the European Knowledge Society, final report, European University Association (www.eua.be).
[15] Evans, D. and Gruba, P. (2002) How to Write a Better Thesis, second edition, Melbourne: Melbourne University Press.
[16] Grant B. and Knowles, S. (2000) Flights of imagination: academic writers be(com)ing writers, International Journal for Academic Development, 5(1): 6-19.
[17] Halliday, M.A.K. (1994) An Introduction to Functional Grammar, second edition, London: Edward Arnold.
[18] Hart, C. (2001) Doing a Literature Review, London: Sage.
[19] Hyland, K. (2004) Disciplinary Discourses: Social Interactions in Academic Writing, Ann Arbor: University of Michigan Press.
[20] Hyland, K. (2006) English for Academic Purposes: An Advanced Resource Book, Abingdon: Routledge.
[21] Ivanic, R. (1998) Writing and Identify: The Discoursal Construction of Identity in Academic Writing, Amsterdam: John Benjamins.
[22] Ivanic, R. (2004) Discourses on writing and learning to write, Language and learning, 18(3): 220-245.
[23] Ivanic, R. and Iea, M. R. (2006) New contexts, new challenges: the teaching of writing in UK higher education, in L. Ganobcsik-Williams (ed.), Teaching Academic Writing in UK Higher Education: Theories, Practices and Models, Basingstoke: Palgrave Macmillan, PP. 6-15.
[24] Kamler, B. and Thomson, P. (2004) Driven to abstraction: doctoral supervision and writing pedagogies, Teaching in Higher Education, 9(2): 195-209.(https://www.daowen.com)
[25] Kamler, B. and Thomson, P. (2006) Helping Doctoral Students Write: Pedagogies for Supervision, London: Routledge.
[26] Kress, G. and van Leeuwen, T. (2002) Multimodal Discourse: The Modes and Media of Contemporary Communication, London: Edward Arnold.
[27] Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation, Cambridge: Cambridge University Press.
[28] Lee, A. and Wenger, B. (2008) Bringing pedagogy to doctoral publishing, Teaching in Higher Education, 13(5) (in press).
[29] Lillis, T.M. (2001) Student Writing: Access, Regulation, Desire, London: Routledge.
[30] Lundell, D. B. and Beach, R. (2003) Dissertation writers’ negotiations with competing activity systems, at: http://wac.colostate.edu/books/selves_societies/.
[31] McGrail, M., Rickard, C. and Jones, R. (2006) Publish or perish: a systematic review of interventions to increase academic publication rates, Higher Education Research and Development, 25(1): 19-35.
[32] Martin, J. R. (1989) Factual Writing Exploring and Challenging Social Reality, Oxford: Oxford University Press.
[33] Miller, S. (1991) The sad woman in the basement, in Textual Carnivals: The Politics of Composition, Carbondale: Southern Illinois University Press.
[34] Murray, R. and Moore, S. (2006) The Handbook of Academic Writing: A Fresh Approach, Maidenhead: Open University Press.
[35] Paltridge, B. (2001) Linguistic research and EAP pedagogy, in J. Flowerdew and M. Peacock (eds), Research Perspectives on English for Academic Purposes, Cambridge: Cambridge University Press, pp. 55-70.
[36] Pare, A., Starke-Meyerring, D. and McAlpine, L. (forthcoming) The rhetorical pedagogy of doctoral supervision, in C. Bazerman, D. Figueiredo and A. Bonini (eds), Genre in a Changing World, West Lafayette, IN: Parlor Press and WAC Clearinghouse, at: http://wac.colostate.edu/.
[37] Party, S. (1998) Disciplinary discourse in doctoral theses, Higher Education, 36(3): 273-299.
[38] Powell, S. (2004) The Award of Ph.D. by Published Work, UK Council for Graduate Education, at: http://www.ukcge.ac.uk/.
[39] Prior, P. (1998) Writing/Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy, Mahwah, NJ: Lawrence Erlbaum.
[40] Punch, K.F. (2000) Developing Effective Research Proposals, London: Sage.
[41] Richardson, L. (2000) New writing practices in qualitative research, Sociology of Sport Journal , 17: 5-20.
[42] Rose, M. and McClafferty, K. (2001) A call for the teaching of writing in graduate education, Educational Researcher, 30(2): 27-33.
[43] San Miguel, C. and Nelson, C. D. (2007) Key writing challenges of practice-based doctorates, Journal of English for Academic Purposes, 6(1) : 71-86.
[44] Skillen, J. and Purser, E. (2003) Teaching thesis writing. policy and practice at an Australian university, Thesis and Dissertation Writing at Postgraduate Level: Theory and Classroom Practice, Special Issue of Hong Kong Journal of Applied Linguistics, 8(2): 17-33.
[45] Street, B. (1984) Literacy in Theory and Practice, Cambridge: Cambridge University Press.
[46] Swales, J. M. (2001) EAP-related linguistic research: an intellectual history, in J. Flowerdew and M. Peacock (eds), Research Perspectives on English for Academic Purposes, Cambridge: Cambridge University Press, pp. 42-54.
[47] Swales, J. M. and Feak, C. B. (2000) English in Today’s Research World: A Writing Guide, Ann Arbor: University of Michigan Press.
[48] Taylor, S. and Beasley, N. (2005) A Handbook for Doctoral Supervisors, London: Routledge.
[49] Tribble, C. (2005) Reviews, ELT Journa1, 59(4):342-346.
[50] Zerubavel, E. (1999) The Clockwork Muse: A Practical Guide to Writing Theses, Dissertations, and Books, Harvard, MA: Harvard University Press.
【注释】
[1]学术英语教学，其教学对象为第一语言非英语者。——译者注