An academic writing skills framework for doctoral candidates at the Central University of Technology, Free State (CUT)

Abstract

Doctoral thesis writing proves to be difficult and poses various challenges to candidates during their postgraduate journey. This article seeks to contribute to the knowledge base underpinning academic writing at doctoral level by proposing an academic writing skills framework for doctoral candidates at the Central University of Technology, Free State (CUT). Participants include students who study towards a doctoral qualification, their supervisors and language editors who regularly proof-read doctoral theses. A qualitative research design is employed to investigate problems, obstacles and challenges experienced with academic writing; and to explore opportunities for promoting academic writing. Based on the perspectives from the literature and the findings from the study, a framework is proposed reflecting six levels at which academic writing skills of doctoral candidates may be promoted. These are: the creative level (mind-mapping); social level (workshops and meetings); intellectual level (reading); pedagogical level (reflective practice); scholarly level (addressing academic writing at undergraduate level); and spiritual level (determination and resilience). This framework may be a valuable tool to offer support for doctoral writing and skills development.