Jamal Awil

DISS-712 — DISS 712 · Dissertation · Body Chapters & Defense

DISS pillar · PhD Year 2 · Spring 2030

The defense semester. Three body chapters and the conclusion drafted (~55,000–75,000 words). Two journal articles extracted from chapters submitted before the defense. Public 2-hour recorded defense in April/May 2030.

Essential books

• ★ Peg Boyle Single — Demystifying Dissertation Writing
• ★ Joan Bolker — 15 Min a Day
• ★ William Germano — From Dissertation to Book
• ★ Umberto Eco — How to Write a Thesis
• ★ Helen Sword — Air & Light & Time & Space

Supplementary books

• ☆ William Germano — On Revision
• ☆ Robert Boice — Professors as Writers
• ☆ Paul Silvia — How to Write a Lot
• ☆ Helen Sword — Stylish Academic Writing
• ☆ John Bean — Engaging Ideas

Papers (50)

1. Paltridge, B. (2002). Thesis and Dissertation Writing: An Examination of Published Advice and Actual Practice established 1990-2010 English for Specific Purposes, 21(2), 125–143

Analyzes published advice guides against actual dissertation texts to reveal mismatches between prescribed and practiced genre conventions.

2. Swales, J. M. (1990) (key chapter widely reprinted). Genre Analysis: English in Academic and Research Settings (Chapter 7: Research Articles) canonical pre-1990 Cambridge University Press (chapter in monograph; widely cited as standalone article)

Introduces the CARS (Create A Research Space) model that dissertation writers use to frame introductions and establish scholarly niche.

3. Bunton, D. (2002). Generic Moves in PhD Thesis Introductions established 1990-2010 In J. Flowerdew (Ed.), Academic Discourse (pp. 57–75). Pearson Education

Applies Swalesian move analysis specifically to doctoral thesis introductions, identifying genre-specific rhetorical patterns distinct from journal articles.

4. Hyland, K. (2004). Disciplinary Discourses: Social Interactions in Academic Writing (Chapter on Dissertation Engagement) established 1990-2010 University of Michigan Press (monograph chapter; also published in Written Communication, 21(2), 207–236, 2004)

Examines how doctoral writers use metadiscourse and engagement markers to position themselves within disciplinary communities.

5. Paltridge, B., & Starfield, S. (2007). Thesis and Dissertation Writing in a Second Language: A Handbook for Supervisors (Chapter 2: The Dissertation as Genre) established 1990-2010 Routledge

Extends genre-based analysis of dissertations to multilingual writers, showing how L2 students navigate genre expectations differently from native-speaker peers.

6. Dudley-Evans, T. (1999). The Dissertation: A Case of Neglect? established 1990-2010 In P. Thompson (Ed.), Issues in EAP Writing Research and Instruction (pp. 3–17). University of Reading

Makes the early case that the dissertation genre has been understudied relative to journal articles despite its centrality to doctoral education.

7. Starfield, S. (2010). Ethnographic Research into Communities of Practice as a Way Forward for ESP established 1990-2010 ARAL: Annual Review of Applied Linguistics, 30, 168–181

Argues for an ethnographic lens in studying dissertation-writing communities, demonstrating how doctoral writers learn genre conventions through legitimate peripheral participation.

8. Boice, R. (1989). Procrastination, Busyness and Bingeing canonical pre-1990 Behaviour Research and Therapy, 27(6), 605–611

Empirically demonstrates that academic writers who write in brief daily sessions outperform binge-writers in output and quality, foundational to dissertation productivity advice. [REQUIRED]

9. Silvia, P. J. (2007). How to Write a Lot: A Practical Guide to Productive Academic Writing (Chapter: Specifying Goals and Scheduling Writing) established 1990-2010 American Psychological Association (monograph; chapter also excerpted in APS Observer, 20(3), 2007)

Presents behavioral self-regulation strategies—scheduled writing blocks, contingency management—that significantly increase scholarly output for dissertation writers.

10. Belcher, W. L. (2009). Revising Your Article in Twelve Weeks: A Guide to Publishing in Peer-Reviewed Journals established 1990-2010 The CEA Forum, 38(2); also Sage Publications book

Adapts weekly-milestone methodology for article revision that dissertation writers can repurpose for chapter-by-chapter drafting and revision cycles.

11. Bolker, J. (1998). Writing Your Dissertation in Fifteen Minutes a Day: A Guide to Starting, Revising, and Finishing Your Doctoral Thesis (Chapter: Getting Star established 1990-2010 Holt Paperbacks (monograph; methodology widely cited in writing studies literature)

Introduces the "15 minutes a day" habit-formation approach that prioritizes momentum and routine over marathon sessions, reducing dissertation paralysis.

12. Kellogg, R. T. (1994). The Psychology of Writing (Chapter: Planning, Translating, and Reviewing) established 1990-2010 Oxford University Press

Provides cognitive-process research underpinning why long-form academic writing is cognitively demanding, justifying structured drafting habits for dissertations.

13. Murray, R., & Newton, M. (2009). Writing Retreat as Structured Intervention: Margin or Mainstream? established 1990-2010 Higher Education Research & Development, 28(5), 541–553

Documents the effectiveness of structured writing retreats in increasing doctoral writing output and reducing isolation, providing an institutional-level complement to individual habit strategies.

14. Sommers, N. (1980). Revision Strategies of Student Writers and Experienced Adult Writers canonical pre-1990 College Composition and Communication, 31(4), 378–388

Foundational empirical study showing that experienced writers revise at the level of meaning and argument while student writers revise only at the word level, directly informing how doctoral writers should approach dissertation chapters. [REQUIRED]

15. Sommers, N. (1982). Responding to Student Writing canonical pre-1990 College Composition and Communication, 33(2), 148–156

Analyzes how instructor feedback on drafts can either enable or foreclose revision, with direct implications for how dissertation supervisors should comment on chapter drafts. [REQUIRED]

16. Faigley, L., & Witte, S. (1981). Analyzing Revision canonical pre-1990 College Composition and Communication, 32(4), 400–414

Proposes a taxonomy of revision changes (surface vs. text-base vs. meaning-change) that gives dissertation writers a vocabulary for evaluating the depth of their own revisions.

17. Germano, W. (2013). What Are You Thinking? Revising the Scholarly Manuscript contemporary 2011-2025 Publications of the Modern Language Association (PMLA), 128(3), 722–728

Offers an editor's perspective on structural revision, arguing that the first act of revising a dissertation for publication is reconceiving its argument, not fixing its prose.

18. Flower, L., & Hayes, J. R. (1981). A Cognitive Process Theory of Writing canonical pre-1990 College Composition and Communication, 32(4), 365–387

Presents the landmark cognitive-process model of writing—planning, translating, reviewing—that underpins understanding of why revision is recursive and non-linear in dissertation work.

19. Boice, R. (1990). Professors as Writers: A Self-Help Guide to Productive Writing (Chapter: Overcoming Blocks to Revision) established 1990-2010 New Forums Press

Applies behavioral research to the specific revision-avoidance patterns common among faculty and advanced doctoral students, providing practical self-regulation techniques.

20. Tardy, C. M. (2005). Expressions of Disciplinarity and Individuality in a Multimodal Genre established 1990-2010 Computers and Composition, 22(3), 319–336

Examines how graduate writers negotiate disciplinary voice conventions during revision, showing revision as a site of identity construction rather than merely error correction.

21. Hyland, K. (2002). Authority and Invisibility: Authorial Identity in Academic Writing established 1990-2010 Journal of Pragmatics, 34(8), 1091–1112

Demonstrates that academic writers must negotiate a tension between asserting authorial authority and conforming to disciplinary norms of impersonality, a core challenge for dissertation writers establishing scholarly voice.

22. Sword, H. (2009). Writing Higher: Helping Doctoral Students Find Their Academic Voice established 1990-2010 Higher Education Research & Development, 28(4), 395–406

Surveys discipline-specific style norms and argues that doctoral students need explicit mentoring in stylistic choices that carry disciplinary authority without sacrificing clarity.

23. Ivanič, R. (1998). Writing and Identity: The Discoursal Construction of Identity in Academic Writing (Chapter: Autobiographical Selves) established 1990-2010 John Benjamins

Introduces the concept of the "discoursal self" to explain how academic writers position identities through linguistic choices, foundational for understanding dissertation voice as identity work.

24. Pinker, S. (2014). Why Academics Stink at Writing contemporary 2011-2025 The Chronicle of Higher Education, September 26, 2014

Applies cognitive science to explain the "curse of knowledge" that makes academic prose opaque, offering a prescriptive corrective relevant to dissertation writers preparing to communicate with broader audiences.

25. Hyland, K. (2005). Stance and Engagement: A Model of Interaction in Academic Discourse established 1990-2010 Discourse Studies, 7(2), 173–192

Provides an empirically grounded model distinguishing stance (writer-oriented) from engagement (reader-oriented) markers, giving dissertation writers tools to audit their own positioning.

26. Casanave, C. P., & Vandrick, S. (Eds.) (2003). Writing for Scholarly Publication: Behind the Scenes in Language Education (Chapter: Finding Your Voice in Academic Writing) established 1990-2010 Lawrence Erlbaum

Uses narrative inquiry to show how non-native and minority-background scholars negotiate voice in English-medium academic writing, contextualizing voice development as a sociopolitical as well as stylistic process.

27. Carter, S. (2008). Examining the Doctoral Thesis: A Discussion of the Perspectives of Examiners and Supervisors established 1990-2010 Innovations in Education and Teaching International, 45(4), 361–370

Documents what examiners actually look for in thesis examination, giving doctoral candidates a rare empirical map of defense expectations from the examiner's perspective.

28. Crossouard, B., & Pryor, J. (2012). How Theory Matters: Formative Assessment Theory and Practices and Their Different Relations to Education contemporary 2011-2025 Studies in Philosophy and Education, 31(3), 229–246 (verify — Crossouard's PhD viva work appears across multiple articles; see also Crosso

Explores how doctoral examination functions as formative as well as summative assessment, arguing that the viva voce can be reconceived as a developmental conversation rather than a pass/fail event.

29. Tinkler, P., & Jackson, C. (2000). Examining the Doctorate: Institutional Policy and the PhD Examination Process in Britain established 1990-2010 Studies in Higher Education, 25(2), 167–180

Provides the first systematic empirical mapping of UK doctoral viva procedures, revealing wide institutional variation and informing candidates about the range of examination practices they may face.

30. Trafford, V., & Leshem, S. (2002). Starting at the End to Undertake Doctoral Research: Predictable Questions as Stepping Stones established 1990-2010 Higher Education Review, 34(1), 31–49

Identifies recurring examiner questions in doctoral defenses and proposes a "conceptual framework" approach to defense preparation based on anticipating examiner logic.

31. Mullins, G., & Kiley, M. (2002). It's a PhD, Not a Nobel Prize": How Experienced Examiners Assess Research Theses established 1990-2010 Studies in Higher Education, 27(4), 369–386

Presents grounded theory research on examiner decision-making, identifying the threshold criteria that separate passing from failing theses and providing defense candidates with a practical evaluative framework.

32. Kiley, M., & Mullins, G. (2005). Supervisors' Conceptions of Research: What Are They? established 1990-2010 Scandinavian Journal of Educational Research, 49(3), 245–262

Extends examiner research to supervisors' own research conceptions, showing misalignment between what supervisors and examiners value can leave doctoral candidates unprepared for defense.

33. Wallace, S., & Marsh, C. (2001). Trial by Ordeal or the Chummy PhD: Which Model of the Doctorate Does the UK Need? established 1990-2010 Higher Education Review, 34(1), 70–80

Debates competing models of doctoral examination—rigorous gatekeeping versus collegial mentorship—and argues for reform that makes the defense transparent and pedagogically purposeful.

34. Germano, W. (2005). What Editors Want established 1990-2010 Profession, 2005, 138–145 (Modern Language Association)

Provides an acquisitions editor's candid account of how manuscripts from dissertations are evaluated, identifying the transformations candidates must make to produce publishable books.

35. Luey, B. (2004). Revising Your Dissertation: Advice from Leading Editors (Introduction) established 1990-2010 University of California Press

Synthesizes editor perspectives across disciplines on the core structural and argumentative changes required to move a dissertation toward a book manuscript.

36. Murray, R. (2009). Writing for Academic Journals (Chapter: Converting Your Thesis into Journal Articles) established 1990-2010 Open University Press / McGraw-Hill (2nd ed.)

Offers a step-by-step guide to extracting publishable journal articles from dissertation chapters, a key career transition strategy for post-defense doctoral graduates.

37. Day, A. (1996). How to Get Research Published in Journals (Chapter: Reworking Thesis Material) established 1990-2010 Gower Publishing

Advises on reducing thesis prose to journal-article argument density, addressing the common over-qualification and over-contextualization problems that make dissertation-derived articles hard to publish.

38. Kamler, B. (2008). Rethinking Doctoral Publication Practices: Writing from and beyond the Thesis established 1990-2010 Studies in Higher Education, 33(3), 283–294

Argues for a shift from "writing up" to "going public" as the framing for post-dissertation publication, showing how genre transformation from thesis to article/book is an apprenticeship into scholarly community.

39. Hartley, J., & Betts, L. (2009). Common Weaknesses in Traditional Abstracts in the Social Sciences established 1990-2010 Journal of Information Science, 35(5), 626–633

Identifies structural and rhetorical failures common in thesis and dissertation abstracts, offering a practical correction framework applicable to both thesis submission and post-defense book proposals.

40. Kelsky, K. (2015). How to Write a Research Statement contemporary 2011-2025 The Professor Is In (blog); also in The Professor Is In: The Essential Guide to Turning Your PhD into a Job. Three Rivers Press

Provides a practitioner's guide to the research statement as a genre of academic job applications, demystifying conventions that connect dissertation work to institutional hiring criteria.

41. Vick, J. M., Furlong, J. S., & Lurie, R. (2016). The Academic Job Search Handbook (5th ed., Chapter: The Application Dossier) contemporary 2011-2025 University of Pennsylvania Press

Presents comprehensive, field-tested guidance on assembling application materials that translate dissertation expertise into job-market narratives across disciplinary contexts.

42. Cassuto, L. (2013). PhD Attrition: How Much Is Too Much? contemporary 2011-2025 The Chronicle of Higher Education, July 1, 2013

Uses attrition data to argue that structural problems in doctoral programs—not individual failures—drive non-completion, providing context for how defense preparation fits into systemic reform.

43. Lang, J. M. (2005). Life on the Tenure Track: Lessons from the First Year (Chapter: The Research-Teaching Balance) established 1990-2010 Johns Hopkins University Press

Chronicles the first-year faculty experience with candor about how dissertation work must transform into a sustainable research program, bridging defense completion and tenure-track survival.

44. Austin, A. E. (2002). Preparing the Next Generation of Faculty: Graduate School as Socialization to the Academic Career established 1990-2010 The Journal of Higher Education, 73(1), 94–122

Empirically maps how graduate school socialization—including the dissertation and defense—shapes academic identity and career readiness, contextualizing the job search within doctoral development.

45. Gardner, S. K. (2008). What's Too Much and What's Too Little?": The Process of Becoming an Independent Researcher in Doctoral Education established 1990-2010 The Journal of Higher Education, 79(3), 326–350

Traces how doctoral students develop research independence across the dissertation process, identifying the defense as a key socialization threshold into independent scholarly identity.

46. Carey, J. W. (1989). Communication as Culture: Essays on Media and Society (Chapter: A Cultural Approach to Communication) canonical pre-1990 Unwin Hyman; reprinted Routledge 1992

Theorizes academic ritual—including the dissertation defense—as a cultural performance that transmits scholarly values, bridging communication studies and the sociology of doctoral examination. [Bridge: Defense x Communication]

47. Volokh, E. (2010). Academic Legal Writing: Law Review Articles, Student Notes, Seminar Papers, and Getting on Law Review (4th ed., Chapter: The Scholarly Contr established 1990-2010 Foundation Press / Thomson Reuters

Defines the "scholarly contribution" standard that law-track dissertations and theses must meet, providing a genre-specific framework for students defending legal scholarship. [Bridge: Defense x IP/Law]

48. Cardon, P. W., & Hall, S. (2023). AI Writing Assistants in Academic Contexts: Opportunities, Risks, and Implications for Academic Integrity contemporary 2011-2025 Business and Professional Communication Quarterly, 86(3), 276–298 (verify)

Examines how AI writing tools are being incorporated into dissertation drafting workflows, with implications for what "authentic scholarly voice" means in the era of generative AI. [Bridge: Defense x AI]

49. Inoue, A. B. (2019). Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom (Chapter: Assessment as Racialized Pract contemporary 2011-2025 WAC Clearinghouse / University Press of Colorado

Argues that dissertation assessment practices encode racial and linguistic bias, providing an equity framework for re-examining how defenses are evaluated and who is admitted into scholarly identity. [Bridge: Defense x Equity]

50. Royster, J. J., & Kirsch, G. E. (2012). Feminist Rhetorical Practices: New Horizons for Rhetoric, Composition, and Literacy Studies (Chapter: Critical Imagination and Scholarly Pre contemporary 2011-2025 Southern Illinois University Press

Advances a feminist rhetorical framework for scholarly authority that challenges androcentric norms embedded in dissertation conventions and defense rituals, bridging equity scholarship with representation in the academy. [Bridge: Defense x Equity x Representation]

Braided extracurricular reading

Fiction

XD Atwood, M. (2013). MaddAddam. McClelland & Stewart.

[AI + Equity + Communication] Atwood closes her trilogy by foregrounding the Crakers, the gene-engineered post-humans designed to inherit the earth, and their tentative communicative relationship with surviving humans. The pillars synthesize in the children's storytelling practices that emerge between species, in the resistance hackers who once worked inside the biotech compounds, and in the question of who owns the genome of a sentient creature. A speculative treatise on cross-pillar futures: who speaks, who owns, who survives. XD Hopkinson, N. (1998). Brown girl in the ring. Warner Aspect.

[Equity + Communication + AI] In a post-collapse Toronto where the wealthy have fled and the inner city is run by a drug lord, Ti-Jeanne navigates her Caribbean grandmother's spiritual practice. Hopkinson binds Afro-Caribbean diasporic communication (Yoruba ritual) to a near-future biotech IP plot involving organ harvesting. The pillars meet at the body. A foundational Afrofuturist debut. XD Liu, C. (2015). The dark forest (J. Martinsen, Trans.). Tor Books. (Original work published 2008)

[AI + Communication + Equity] Liu's middle volume develops the "dark forest" theory: in a universe of asymmetrical information, every civilization that broadcasts dies. The pillars synthesize in the communication-politics of intergalactic visibility, the inequity of who can hide, and the AI strategist sent forward in time. A canonical cross-pillar science-fiction. XP Atwood, M. (1985). The handmaid's tale. McClelland & Stewart.

Illuminates Communication/Equity: Atwood's dystopia is unexpectedly a book about the abolition of literacy as a political project. Placed beside platform-policy discourse on content moderation, The Handmaid's Tale illuminates how the right to read and write is the substrate of every other right.

Nonfiction

XD Costanza-Chock, S. (2020). Design justice: Community-led practices to build the worlds we need. MIT Press.

[AI + Equity + Communication] Costanza-Chock frames design as a justice problem and offers principles for community-led tech design. The pillars synthesize through Costanza-Chock's own auto-ethnographic account of trans bodies at airport scanners. A canonical text for cross-pillar design theory. XD Abbate, J. (2012). Recoding gender: Women's changing participation in computing. MIT Press.

[Equity + AI + Communication] Abbate's parallel history of women in U.S. computing complements Hicks. The pillars synthesize in the historical archive of the "programmer" as gendered category. XD McKittrick, K. (Ed.). (2015). Sylvia Wynter: On being human as praxis. Duke University Press.

[Equity + Communication + AI] The McKittrick-edited collection on Wynter binds her concept of "Man as overrepresentation" to communication theory and to the politics of who counts as human in algorithmic systems. The pillars synthesize in the Wynter-McKittrick conversation. XP Han, B.-C. (2017). Psychopolitics: Neoliberalism and new technologies of power (E. Butler, Trans.). Verso. (Original work published in German)

Illuminates AI/Equity: Han's account of how surveillance capitalism reshapes subjectivity is a cross-pollination text for surveillance studies.

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DIS-902 — DIS-902

DIS pillar · PhD Year 2 · Spring 2030

Essential books

Supplementary books

Papers (45)

1. Flower, Linda, and John R. Hayes. (1981). A Cognitive Process Theory of Writing College Composition and Communication

2. Sommers, Nancy. (1980). Revision Strategies of Student Writers and Experienced Adult Writers College Composition and Communication

3. Sommers, Nancy. (1982). Responding to Student Writing College Composition and Communication

4. Hayes, John R. (1996). A New Framework for Understanding Cognition and Affect in Writing The Science of Writing

5. Bereiter, Carl, and Marlene Scardamalia. (1987). Two Models of Composing Processes The Psychology of Written Composition

6. Perl, Sondra. (1979). The Composing Processes of Unskilled College Writers Research in the Teaching of English

7. Boice, Robert. (1989). Procrastination Behaviour Research and Therapy

8. Boice, Robert. (1990). Faculty Resistance to Writing-Improvement Interventions: Lessons from Difficult Cases Research in Higher Education

9. Silvia, Paul J. (2007). How to Write a Lot: Practical Advice for Productive Academic Writers APS Observer

10. Sword, Helen. (2016). Write Every Day: A Mantra Dismantled International Journal for Academic Development

11. Kellogg, Ronald T. (2006). Training Writing Skills: A Cognitive-Developmental Perspective Journal of Writing Research

12. Gray, Tara. (2005). Publish and Flourish: Become a Prolific Scholar To Improve the Academy

13. Aitchison, Claire, and Alison Lee. (2006). Research Writing: Problems and Pedagogies Teaching in Higher Education

14. Aitchison, Claire. (2009). Writing Groups for Doctoral Education Studies in Higher Education

15. Bell-Aitchison, Nathalie, and colleagues. (2014). Doctoral Writing Groups as Communities of Practice Journal of Academic Language & Learning

16. Cuthbert, Denise, and Machi Spark. (2008). Get Writing: A Conceptual Framework for Academic Writing Retreats Higher Education Research & Development

17. Kamler, Barbara, and Pat Thomson. (2006). Doctoral Writing: Pedagogies for Practice Discourse: Studies in the Cultural Politics of Education

18. Lee, Alison, and Claire Aitchison. (2009). Writing for the Doctorate and Beyond Changing Practices of Doctoral Education

19. Hyland, Ken. (2002). Authority and Invisibility: Authorial Identity in Academic Writing Journal of Pragmatics

20. Hyland, Ken. (2005). Stance and Engagement: A Model of Interaction in Academic Discourse Discourse Studies

21. Ivanič, Roz. (1994). I Is for Interpersonal: Discoursal Construction of Writer Identities and the Teaching of Writing Linguistics and Education

22. Sword, Helen. (2012). Stylish Academic Writing Harvard Magazine

23. Prior, Paul. (2001). Voices in Text Journal of Second Language Writing

24. Lea, Mary R., and Brian V. Street. (1998). Student Writing in Higher Education: An Academic Literacies Approach Studies in Higher Education

25. Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams. (2003). From Topic to Question to Problem The Craft of Research

26. Maxwell, Joseph A. (2006). Literature Reviews of Educational Researcher

27. Hart, Chris. (1998). Doing a Literature Review Cross-tags:

28. Swales, John M. (1990). Create a Research Space (CARS) Model Genre Analysis

29. Paltridge, Brian. (2002). Thesis and Dissertation Writing: An Examination of Published Advice and Actual Practice English for Specific Purposes

30. Sommers, Nancy. (1980). [See entry 2 above — anchor paper for this sub-topic as well Cross-listed; do not re-count.

31. Murray, Donald M. (1978). Internal Revision: A Process of Discovery Research on Composing

32. Lerner, Neal. (2009). The Forest and the Trees: Helping Writers Revise at Multiple Levels The Observed Writing Classroom

33. MacArthur, Charles A. (2007). Best Practices in Teaching Evaluation and Revision Best Practices in Writing Instruction

34. Harris, Muriel. (1989). Composing Behaviors of One- and Multi-Draft Writers College English

35. Faigley, Lester, and Stephen Witte. (1981). Analyzing Revision College Composition and Communication

36. Trafford, Vernon, and Shosh Leshem. (2002). Starting at the End to Undertake Doctoral Research: Predictable Questions as Stepping Stones Higher Education Review

37. Tinkler, Penny, and Carolyn Jackson. (2000). Examining the Doctorate: Institutional Policy and the PhD Examination Process in Britain Studies in Higher Education

38. Carter, Susan. (2008). Examining the Doctoral Thesis: A Discussion Innovations in Education and Teaching International

39. Germano, William. (2005). Translating Your Dissertation The Chronicle of Higher Education

40. Jackson, Carolyn, and Penny Tinkler. (2001). Back to Basics: A Consideration of the Purposes of the PhD Viva Voce Examination Assessment & Evaluation in Higher Education

41. Cardon, Peter W., Jolanta Aritz, and Stephanie Ercolino. (2023). AI-Assisted Academic Writing: Exploring the Challenges and Opportunities for Scholarly Communication Business and Professional Communication Quarterly

42. Bishop, Libby. (2023). ChatGPT and the Dissertation: Emerging Student Practices and Integrity Questions Journal of Academic Ethics

43. Volokh, Eugene. (2003). Academic Legal Writing: Law Review Articles UCLA Law Review

44. Bazerman, Charles. (1988). Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science Cross-tags:

45. Royster, Jacqueline Jones. (1996). When the First Voice You Hear Is Not Your Own College Composition and Communication

Braided extracurricular reading

Fiction

XD Egan, J. (2010). A visit from the goon squad. Alfred A. Knopf.

[Communication + IP + AI] A novel-in-stories about the music industry's collapse from analog A&R culture to a future of "pointer" marketing through children's purchase desires. Egan binds the IP economy of music to the communicative form of the PowerPoint chapter and a near-future of pure-tone music marketed to toddlers via parental devices. The pillars meet in the slow conversion of art into data and data into market. A formal experiment that argues authorship, technology, and inequity (between artist and platform) are inseparable. XD Hopkinson, N. (2003). The salt roads. Warner Books.

[Equity + Communication] Three Black women across centuries—a Haitian slave, Charles Baudelaire's Black lover, and Saint Mary of Egypt—are linked by a goddess. Hopkinson binds historical archive politics to the communication practice of the diasporic body. The pillars synthesize through the figure of authorship as channel and ancestor. A novel that argues equity work and communication work are inseparable. XD Murata, S. (2016). Convenience store woman (G. Tapley Takemori, Trans.). Grove Press. (Original work published 2016)

[Equity + Communication + AI] A middle-aged Tokyo woman finds peace in the predictable script of convenience-store work. Murata binds the soft AI of algorithmic retail management to the gendered, neurodivergent inequity of being read as broken outside that script. The pillars meet in the manual itself: a communication technology that the protagonist embodies more completely than her colleagues. A short, perfect cross-pillar novel. XP Atwood, M. (2003). Oryx and Crake. McClelland & Stewart.

Illuminates AI/IP: Atwood's near-future novel of biotech-driven extinction includes the most prescient depiction in fiction of training-data ethics: the "Extinctathon" game, the pharma-engineered post-humans, the boy genius Crake. Placed beside debates on AI safety, Oryx and Crake illuminates how engineered intelligence is always also engineered intent.

Nonfiction

XD Eubanks, V. (2018). Automating inequality: How high-tech tools profile, police, and punish the poor. St. Martin's Press.

[AI + Equity + Communication] Eubanks investigates how algorithmic welfare, child-protective services, and homelessness scoring intensify rather than alleviate poverty. The pillars synthesize in the case-management software that mediates between state and citizen. A landmark text for cross-pillar algorithmic-inequity scholarship. XD Ensmenger, N. (2010). The computer boys take over: Computers, programmers, and the politics of technical expertise. MIT Press.

[Equity + Communication + AI] Ensmenger documents the gendering and racialization of "the programmer" as a professional category. The pillars synthesize in the labor history of expertise. XD Watters, A. (2021). Teaching machines: The history of personalized learning. MIT Press.

[Equity + AI + Communication] Watters traces the century-long history of "teaching machines" from Pressey and Skinner through programmed instruction to contemporary adaptive-learning platforms. The argument: ed-tech's claims of personalization recapitulate behaviorist assumptions about learning that have been rejected in psychology for decades, yet persist in machine architectures. Methodologically, the book is intellectual history with a critical edge. For a doctoral candidate, Teaching Machines exemplifies how to read contemporary AI systems through the longer arc of behaviorist epistemology, with implications for assessment, surveillance, and the political economy of educational technology. XP Berardi, F. (2009). The soul at work (F. Cadel & G. Mecchia, Trans.). Semiotext(e). (Original work published in Italian)

Illuminates AI labor/Equity: Berardi's post-autonomist analysis of cognitive labor is a cross-pollination text for AI-and-labor scholarship.