ABSTRACT
This chapter examines the process of student research writing in two ways: first, by analysing from the student or candidate's perspective the stages of understanding what academic writing is; and second, by looking at the many ways the supervisor or advisor could help the novice researcher move through these stages. The purpose of the framework is to prompt supervisors to think of different ways of supervising students so that they can adapt to meet the differing needs of different students at different stages in the research process. The student seeking an emancipated approach from their supervisor may react strongly against the imposition of what they may see as artificial deadlines, rigid disciplinary conventions and forced attendance at various events. The difficulty in supervising this student's academic writing is in judging whether they are formulating an innovative project with new ways of expressing themselves, or are timewasting and filibustering.
