In this beautifully crafted text Lucia Thesen offers deep insights into those unseen aspects of knowledge-making, the back stuff of postgraduate writing. She immerses the reader in the extra-textual life surrounding writing, through a visceral journey into the swampy space of a postgraduate writers' circle. With its deep ethnography and interwoven theoretical resources, this book provides a fresh way of reimagining research writing. * Cecilia Jacobs, Stellenbosch University, South Africa * Knowledge that makes it to the formal archive (as publication or accepted thesis) is a sanitized myth. The archives occlusion of the twists and turns of knowledge-making as well as its premises have deleterious effects, as Lucia Thesen demonstrates. This book interprets two decades of her experience facilitating a writers' circle for postgraduate students. Serious research that is a sheer delight to read. * Bassey E. Antia, University of the Western Cape, South Africa * This book celebrates epistemic messiness, the serendipity of ideas and insights, and the leftover traces of pedagogic practice. It lends credibility to emotional experience of both writing student and writing teacher, which is mirrored stylistically in the intermingling flow of thoughts and feelings, often lyrical in texture. The book is rich in theoretical perspective, with insights from influential authors from both the global North and South. A stimulating read for practitioners and researchers in academic literacies. * Joan Turner, Goldsmiths, University of London, UK * This book offers conceptual insights about understanding the interplay between academic literacy growth and its ecological complexity within tension-filled social dynamics. It also shows how to integrate the narrative presentation of such complexity in academic writing as a form of knowledge-making dialogue. These accounts can serve as a resource for researchers of doctoral literacy education and academic discourse socialisation. They may also inform EAP writing instructors about hands-on activities which can be adopted to cultivate students self-awareness in research conceptualisation and written communication. * Keru Li, The Hong Kong Polytechnic University, Hong Kong SAR, China, Educational Review, 2024 *
