Many factors affect PhD completion rates, as identified and discussed in a 2018 article on The Conversation by Dr Tim Bednall from Swinburne University of Technology.
Setting aside debate about just what the true completion rates are, completion factors relate to students themselves, their supervisor and the university environment.
Students write so many items throughout their candidature including proposals, funding applications, conference papers and journal articles, as well as the thesis itself, that good writing skills and good practices make life easier.
Writing support is part of the university environment and different forms of support are available. Bednall noted that universities do provide research training and related training and support to increase the skills and capabilities of students. To overcome bad habits such as busyness, procrastination and disorganisation, Bednall described helpful actions such as scheduling dedicated writing time, reframing difficult tasks as learning opportunities, and developing a work routine.
Bednall also noted that some universities have Shut Up and Write sessions, which turn writing into a social experience and limit distractions, and there are supportive online communities and blogging which can be useful.
Is writing a social experience? I’m not sure. Perhaps social in the sense of support, rather than writing in a group. It depends on the writer.
Students should check courses at their university learning centre on writing in general and specific aspects of academic and research writing. Experienced editors are also a source of advice on writing for students and academic staff. With or without support, there’s no substitute for actual writing.
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