Academic Writing The Writing Development Centre Contact wdcncl

Academic Writing The Writing Development Centre Contact: wdc@ncl. ac. uk @ncl_wdc Writing Development Centre Explore the possibilities

Two functions of writing Writing as tool for thinking Writing as tool for communicating

The value of writing as a tool for thinking • Can help prevent/manage perfectionism • Can help avoid writer’s block • Can help you to develop and explore your ideas further

Not “converting” drafts into “writing for an audience” can result in: • Lack of clarity and/or depth • Lack of criticality • Problems with writing style

Writing as Process Part One

Writing as Process

Writing as Process • Draw your own writing process. • • Is it linear (timeline? ) or circular (cycle) or something else? What are the steps? What order are they in –and does this change? Which are optional and which are essential?

About writing … “If you find that writing is hard, it’s because it is hard. ” (Zinsser, p. 12)

Serial writing: developing a writing habit “Why would you want to become a serial writer? Serial writing is more comfortable, less stressful. It is possible to fit writing into our daily working lives. We find momentum by writing regularly and can develop our ideas over several writing moments rather than one final push. We do not feel like failures when we do not generate a ‘complete’ idea in one go. We can even begin to restructure the working day to include writing. ” (Murray, p. 156)

Breaking down barriers: what prevents you from writing? • Not feeling like you’ve got enough time? • Feeling like you’re not ready to start yet? • Procrastination? • Writer’s block?

Developing a Writing Habit Free, generative writing: • 5 minutes: Set goals. What do you intend to write in this session? • 8 minutes: Write FREELY, without stopping, rereading or editing. • 2 minutes: Review what you’ve just written. • 30 minutes: WRITE • 5 minutes: review what you’ve written and set up points to edit or goals for next session

Keeping it on target Writing prompts • • • What we already know about this topic is… The main new point I am making in this section is… My evidence for this is… The reason I think this point is worth making is…. The scholarship I’m using to back me up confirms… Possible objections to this argument include… Or you could phrase these as questions

Developing a routine: make it SMART Set SMART goals: • Specific – exactly which section or point will you work on? • Measurable – how many words will you write? • Achievable – are you sure? How ‘finished’ does it need to be? – bullet points, rough draft, polished version? • Relevant – where does this section fit? • Time-bound – how long will you write for?

Getting unstuck: writer's block • Identify what’s blocking you • Change medium– talk it through, mindmap, doodle or timeline, write by hand • Write about writing – why are you stuck? • Change strategy – choose an approach which is different from your usual working style • Simplify it – ‘tweet your thesis’ • Take the pressure off – deliberately write a rough version • Step away – change task or have a break from it

Writing as Product Part Two

Step one: who are you writing for? What do you need to demonstrate External examiner – find out who they are Assessment processes Those bits of your community who might draw on your thesis Your wider scholarly discipline- and anyone who might hire you as academic

Your voice, your authority Why is this happening? “Many a doctoral thesis has left an examiner underwhelmed because it doesn’t seem to be written by an expert researcher. The writing is hesitant and deferential at the very times when the writer should be showing that they are assured and assertive. It’s as if the nearly doctor is possessed by an inner doctoral “student” whose writing is tentative, distant, impersonal, formal. And that “student” needs to be got rid of. ” Pat Thompson, ‘Exorcise the inner doctoral student from your writing’ (blog post June 8 th, 2015)

Where does this text sound hesitant? What stages in the process have been missed? What is it on the page that creates this effect?

Academic writing style A bit too formal and overly complicated … “The very liminality of this transitional pedagogic threshold compounds an unstable heteroglossia within the student authorial voice as it switches between identities and the discourses of authoriativeness appropriate to each. ” Too informal … “It’s tough when you go from school to uni. Your writing goes a bit weird as you figure it out. ”

Academic writing style: happy medium? “When students progress to Higher Education, they may sustain familiar school practices as they are developing their new university level identity. Consequently, their writing may initially be uneven in style, authorial voice and authority. ”

Editing for Structure Skim the text. What structural issues can you spot? What techniques did you use to spot them?

Summary Writing as tool for thinking Writing as tool for communicating

The Writing Development Centre Develop your academic skills • • • Take effective notes Think critically Interpret essay questions Understand assessment criteria Read efficiently Argue convincingly Plan assignments Manage your time Express ideas confidently • • Revise effectively Critically review literature Structure essays Use drafting & editing techniques Make the most of lectures & seminars Manage your dissertation or Ph. D thesis Avoid plagiarism Improve your exam technique

The Writing Development Centre Level 2, Philip Robinson Library Undergraduate - Masters - Ph. D Our team of expert tutors offers: - One to one tutorials - Online resources including our Blog - Activities including Write Here, Write Now Visit us online: http: //www. ncl. ac. uk/students/wdc/ HASS – SAg. E - FMS

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