Introducing disciplinary data-driven learning for postgraduate thesis writing

Abstract

This paper describes the pilot introduction of a systematic multidisciplinary thesis writing support resource for teachers and students involved with the HKU CAES / Graduate School 'Introduction to Thesis Writing' course, utilising a corpus of highly rated theses across all faculties at HKU. We describe the design and functionality of the corpus software and outline the processes involved in the development of accompanying learning and teaching materials designed specifically for both general and discipline-specific data-driven language enhancement provision for HKU postgraduate students in the sciences and arts. We outline how the activities developed raise the knowledge and awareness of the key features of successful disciplinary writing, focusing on teacher-developed exemplars of good practice, as well as student-driven discovery of knowledge of and skills in accessing and applying knowledge of linguistic features of thesis in their own writing. We also evaluate postgraduate students', CAES teachers' and faculty supervisors' perceptions of the pilot resources before outlining (and inviting!) plans for further improvements, before the corpus platform and activities are implemented across the entire postgraduate cohort.