ABSTRACT
Research students receive writing feedback from multiple sources including supervisors, peers, and language and literacy experts. There are, of course, significant advantages for aspiring researchers who enter into the world of peer review through submission to journals and edited collections; indeed, this might be seen as a pedagogical element in doctoral education. From the perspective of a master's or PhD student attempting to prepare a thesis by publication, the peer-review process imposes extra challenges on top of those faced by other scholars engaging with this system. One important concern is that there can be significant delays between submitting articles and chapters and receiving feedback on that writing. Supervisors can work with the student to consider whether and how other review elements need to be refuted through careful argument. Caution must be exercised when making decisions about the thesis-by-publication format, as the necessary engagement with the process of peer review has major implications in terms of the feedback.
