1. Please take a seat near the front of the lecture theatre. Thank you!
Welcome
Please take a seat near the front of the lecture theatre. Thank you!

2. The MRes Dissertation: Writing For a Reader
The Writing Development Centre
Contact:
@ncl_wdc
Writing Development Centre
Explore the possibilities

3. Today’s Session: two functions of writing
Writing as tool for thinking
Writing as tool for communicating
Writing for yourself: what the first part of the session will focus on
Writing for an audience: focus of the second part (+ how can you convert writing as thinking into writing as communicating).
Not separating the two can be inhibiting.

4. Writing for a Reader
You’ve been given an extract from a Methods chapter. How ‘reader-friendly’ is it? Does it answer all of your questions?

5. Readers’ Questions: Structuring Your Work
The Abstract
What do we know about the topic?
Why is the topic important?
What is this study about?
How was it done?
What was discovered?
What do the findings mean?
Swales, J and Feak, C. Abstracts and the Writing of Abstracts. Michigan: University of Michigan Press

6. Your real reader and their expectations
Synthesis/Creation Evaluation Analysis Application Understanding Knowledge

7. Demonstrating higher order thinking: the one-sentence challenge
Can you explain the purpose of your dissertation in one sentence? Have a go!
Prompt question
What do you want your readers to take away from your dissertation?
Writing Prompts
“I want to see whether …”
“I want to compare and contrast …”
“I want to show that …”
“I am going to argue that …”

8. Refining your aims and objectives
What is your dissertation about?
What aspects will you focus on?
What are you going to do?
What question will you answer?
What problem does it solve?
Why does it need answering/solving?

9. Demonstrating higher order thinking: description or analysis?
Read through the statements on your handout. Mark each statement with D or A depending on whether you think it is description or analysis. (Mark with ? the ones which could be either).

10. Readers’ Questions: developing criticality
Why? How? So what? How do you know that? But what about …? What would happen if …?

11. Demonstrating higher order thinking: the conclusion
The conclusion should: “present the major findings of the project and their implications.”

12. Demonstrating higher order thinking: the conclusion
What critical questions might you ask to develop this conclusion:
“This study has identified that people following liver transplant have significantly worse function that that of comparator populations; indeed, it is to the same degree of difficulty as that of people with Chronic Liver Disease.”

13. Two functions of writing
Writing as tool for thinking
Writing as tool for communicating
Writing for yourself: what the first part of the session will focus on
Writing for an audience: focus of the second part (+ how can you convert writing as thinking into writing as communicating).
Not separating the two can be inhibiting.

14. The Writing Development Centre Level 2, Philip Robinson Library
Undergraduate - Masters - PhD
Our team of expert tutors offers:
- One to one tutorials
- Online resources including our Blog
- Activities including Write Here, Write Now
Visit us online:
HASS – SAgE - FMS
We work with all levels, and across all subjects. Our role is not to be subject experts, but experts in learning and academic skills. Our provision is non-judgmental and confidential. You might also see us delivering sessions as part of your course.
We are based in the Robinson Library level 2, and work mon-fri 9-5 (vacations too) but tutorials are by appointment only. Tutorials and workshops are booked online.
Seriously, no proofreading.

15. The Writing Development Centre Develop your academic skills
Revise effectively
Critically review literature
Structure essays
Use drafting & editing techniques
Make the most of lectures & seminars
Manage your dissertation or PhD thesis
Avoid plagiarism
Improve your exam technique
Take effective notes
Think critically
Interpret essay questions
Understand assessment criteria
Read efficiently
Argue convincingly
Plan assignments
Manage your time
Express ideas confidently
No need to read out the whole range – it’s impressionistic. Key points -We cover a range of academic skills topics, not limited to writing. We cover specifically writing for learning and assessment, not other types. We look at both the process of learning/studying/writing, and also the product ie from interpreting an assignment question through planning/structuring, reading/critiquing/building argument to drafting/editing. We don’t teach English as a second language, though we can help explain minor grammar and style issues where they relate to academic writing. Our approach is developmental – we don’t check or correct work for you (no proofreading) but we help you to develop the skills to become an effective, independent learner.

16. Notice and Take Down Policy
Newcastle University seeks to observe the highest standards of compliance with the law and the rights of rights holders, while publishing research and teaching resources to support our students and staff and contribute to academic practice.
If you are a rights holder and are concerned that you have found material on our website or legitimately under our name elsewhere, for which you have not given permission, or is not covered by a limitation or exception in laws of the UK or other countries (as relevant), please contact us in writing stating the following:
your contact details
the full bibliographic details of the materials
the exact URL or other location where you found the material
proof that you are the rights holder and a statement that, under penalty of perjury, you are the rights holder or are an authorised representative
Contact details
Web: