ABSTRACT
There are a considerable literature recognizing the mutually constitutive relationship of identity formation and doctoral study. The shift from novice to expert necessitates shifting uncertainty self-narratives towards confident and competent personal identities. Doctoral scholarship draws students into contested networks of aspiration, desire and imagination. Identity formation occurs both during the writing process and in the written output. There are many strategies that supervisors can initiate to bring rewarding and transformative writing experiences into doctoral scholarship. When students are given permission to write 'messy drafts', they use writing for thinking and meaning-making. Supervisors can usefully model constructive supportive reviewing and feedback practices with their own students as well as facilitate such practices amongst their students. Students benefit from joining writing-related networks and communities beyond the supervisory space. Encourage students to participate in a wide variety of writing 'events' and networks, from locally delivered workshops to online global communities and activities.
