The Dissertation as Multi-Genre: Many Readers, Many Readings
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Since most academics have completed a dissertation, it is ironic that the genre is such an under-theorized, under-studied, and under-taught text (Rose & Mc- Clafferty, 2001; Lundell & Beach, 2002; Kamler & Thomson, 2006). Perhaps, like childbirth, it is best forgotten; more likely, as Bazerman’s comment above suggests, the linguistic and rhetorical complexities of the dissertation are simply inexpressible for most academics. Unfortunately, doctoral students are often in desperate need of help with their dissertations, and yet, when Kamler and Thomson (2006) searched the literature, they found a “relative scarcity of welltheorized material about doctoral supervision and writing” and remarked that “doctoral writing was a kind of present absence in the landscape of doctoral education. It was omething that everyone worried about, but about which there was too little systematic debate and discussion” (p. x). Our focus in this chapter is on the supervisory dyad and the collaborative relationship between doctoral students and their advisors. We see the dyad as a critical dynamic in the student’s apprenticeship in disciplinary consciousness, identity, and discourse, and we set out to discover what occurred in supervisory sessions, especially when writing was the topic.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.004 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it