How do we teach scientific writing of peer-review publications?

Abstract

It is essential for most doctoral students in Sweden to learn how to write scientific peerreview publications during their studies. In this study, we qualitatively investigate the approach of supervisors in teaching scientific writing to their doctoral students through interviews. In addition, we have interviewed three university teachers with extensive experience in teaching academic writing to doctoral students. They have insights into the needs and challenges doctoral students face while learning scientific writing. Our study
supports that doctoral students face difficult challenges when they have to learn how to write peer-review publications. The level of engagement varies tremendously between different supervisors. About half of the supervisors replicate the supervision style they received as doctoral students. The main challenges the technical doctoral students face are related to focusing the study and the story and relate it to the knowledge in the field. In general, it seems like the reflective/contextual text awareness comes more natural for most of the students in social sciences, whereas the students at the technical faculty need more support in that aspect. The supervisors at LTH all recommend their PhD students to attend a course on scientific writing at LTH, while something similar is not recommended by the supervisors in social sciences.