Power effects, normalising advice and evolving knowledge of doctoral writing

Prescriptive advice about doctoral writing often fails to recognise the complexities of journey. Linguistic and cultural backgrounds are negated where converges around a norm. In this paper, we explore role ‘advice’ in our growth as thesis writers by examining literacy history tensions faced while theses. We pursue duoethnographic process (Sawyer & Norris, 2013), that facilitates construction reconstruction perspectives. From differing backgrounds, experienced discourses alternative ways. identify opposing 'advice' trends which, turn, provided space for agency. Inspired Foucault’s (1977) ‘power/knowledge’ think past experiences encounters along journey power effects which shaped views on advice. conclude outlining how insights teacher-selves inform speak impacts with students.