Encouraging doctoral students to write

This chapter presents three case studies that explore strategies for encouraging and improving doctoral student writing, focusing on overcoming common barriers, keeping momentum and adapting writing styles for different academic purposes. Warren and Murray address the challenges faced by students for whom English is a foreign language. Mallan and Bakar emphasise the need for structured writing support, promoting skills such as reading critically, peer collaboration, and viewing feedback. Riches-Suman focuses on helping students write across various formats and recommend early thesis writing, one-page tasks, and clear expectations. Together, these case studies illustrate that effective writing supervision involves not only technical skill-development but also emotional and strategic support.