1. Writing in Graduate School
Presented by the UTA English Writing Center
Updated 06/17/2015 SPT

2. Hosted by English Writing Center www.uta.edu/owl
A Division of the Department of English
Sponsored by the College of Liberal Arts

3. The Executive Staff at the Writing Center
Workshop Leaders
Presented by:
The Executive Staff at the Writing Center

4. What is Academic Writing?
Generally academic writing:
Is writing generally done by scholars for scholars, but also non-scholars interested in a particular field.
Uses audience specific language, such as field specific terms.
Moves thoughtfully and purposefully from idea to idea in a concentrated effort to answer a research topic or question generated by and of interest to the academic community.
Presents an informed argument based on a research question and supports that argument with research from the discourse community.
From the Dartmouth Writing Program:

5. The Basics of Graduate Writing
Follow the requirements of the department, or college, and the graduate school.
Office of Graduate Students:
Resources for Graduate Students:

6. The Basics of Graduate Writing
Use the specific style of the field (APA, ASA, MLA).
Purdue OWL Research and Citations:
Humanities Social Sciences Sciences
Chicago APA (Psyc) ACS (Chem)
Turabian ASA (Soc) AMS (Math)
MLA (Lang) Chicago AIP (Phys.)
IEEE (Eng.)

7. The Basics of Graduate Writing
Engage in academic and audience specific writing that uses the terminology of the field (but be aware of your audience and your use of jargon or specialized language).
“In this section, I present a quick overview of important aspects of Bohr’s account and move on to an explication of an agential realist ontology. This relational ontology is the basis for my posthumanist performative account of the production of material bodies. This account refuses the representationalist fixation on “words” and “things” and the problematic of their relationality, advocating instead a causal relationship between specific exclusionary practices embodied as specific material configurations of the world (i.e., discursive practices/(con)figurations rather than “words”) and specific material phenomena (i.e., relations rather than “things”). This causal relationship between the apparatuses of bodily production and the phenomena produced is one of “agential intra-action.” The details follow. – Barad, Karen. “Posthumanist Performativity.” Signs 28.3 (2003):

8. Writing… Begins with Reading
Begin reading in your field, paying attention to the language and conventions of publications.
Know that you will often read MORE than what is on the syllabus.

9. Purpose and Audience
Before you begin writing, identify (1) what type of writing project you will conduct, (2) your reason for writing, and (3) the audience for that project.
Common Writing Projects in Graduate School:
Abstract – word summary of your argument.
Literature Review – 5-15 page analysis of research materials, their main arguments, and the intersections and diversions between sources.
Conference Paper – 8-10 page presentation of research, findings, and/or argument to be explored in larger work.
Prospectus – page document that proposes and outlines a research project.
Thesis – page extended research project on a specific, focused subject.
Dissertation – page extended research project on a specific, focused subject.

10. Writing Well… Begins with a Plan
First and foremost, know the time limitations of a project and create a plan based on those time limitations.

11. Writing Well… Begins with a Plan
First and foremost, know the time limitations of a project and create a plan based on those time limitations.

12. The Planning Stage
Next, select a topic (not an argument!), conduct research, and map your findings.

13. The Planning Stage UTA Library Resources: Find your subject librarian:
Review the subject guides:
Track your research:

14. The Planning Stage
Use the library databases to narrow your search:

15. The Planning Stage
Try an external database to find potential ILL resources: then

16. The Planning Stage
Map your research, then begin organizing your mapped thoughts into a cohesive outline.

17. The Planning Stage
Map your research, then begin organizing your mapped thoughts into a cohesive outline.

18. The Writing Process Tips for Writing:
Review your map(s) and begin writing
Schedule a time to write – and make yourself write even when you don’t want to.
Choose an appropriate space to write
Do not get stuck on individual words and sentences
Write more than you need to (there will be cuts!)

19. The Writing Process Tips for Writing:
Begin writing BEFORE you have a solid thesis.
Construct a working thesis, but recognize (and be okay with the fact) that it will change.
Think of your writing project as a fluid, flexible, and evolving entity.
Make sure you change/rewrite your thesis as your focus narrows and your support changes.

20. Introduction Template
Introductions in academic papers generally have the following six elements:
The “they say,” or an address of a widely debated topic/issue in your field. This is the context for the conversation, i.e. the origin of the conversation.
The “gap,” or an acknowledgment of what is missing in this conversation and/or the scholarship concerning the issue.
The “I say,” or what you propose doing differently; this is the lead-in to your argument.

21. Introduction Template
Introductions, continued:
4. The specific material that you will examine in your paper.
5. Your original argument concerning the material in number four.
6. The “so what” address, which explains why this argument is significant and to whom; this section should also contain strong concluding remarks.
Note that often it will take multiple paragraphs to address all six elements!

22. Revise, Revise, Revise
Rule-of-Thumb: Never turn in a graduate level paper that has not undergone significant revision!
Tips for Revision:
Print and mark up a hard copy of your paper. Be objective and critical!
Focus on global concerns first: thesis, organization, logic, scope, transitions, coherence.
Don’t get bogged down by the details…if you don’t know something, ask a colleague.
Have someone else read the paper, whether s/he is an expert or naïve reader.

23. Revise, Revise, Revise

24. Resources & Expectations
In grad school, your professors will expect you to…
Make original claims about the material in your writing projects
Speak in class and communicate your ideas
Meet with them on a regular basis
Be proactive in your education

25. Resources & Expectations
What does it mean to be “proactive”?
Know what resources are available to graduate students: (WC Grad Writing Groups)
Office of Graduate Studies
If resources are not available, find other means by starting your own study group or writing group, contacting external sources, or networking with colleagues.

26. Writing Center Assistance
Work with academic advisors to generate program-specific interest in writing circles (Writing Cohorts)
Help to begin writing circles
Facilitate initial contact among potential writing circle members

27. Writing Center Assistance
Provide a space for in-person writing circles to meet
Central Library 411
Large table and computer access
Writing Center facilitator available for general questions and to keep group on task

28. To Begin a Writing Circle
If interested in beginning a writing circle, see

29. The Big Picture
Think of your work as an on-going project rather than an isolated thing that “once it’s done, it’s done.”
Seminar paper
Journal article
Conference presentation
Thesis/dissertation

30. Writing Center Tutoring
Visit our website at
Register as a WC client for an appointment or workshop at
We can help you at any stage of the writing process. We do not “fix” your paper; instead, we provide thoughtful feedback and facilitate discussions to help you grow and improve as a writer.

31. Upcoming Workshops
Graduate Workshops Please check our schedule at: GrammarShops We will also be offering weekly grammar workshops this semester covering various grammatical concepts. Check our schedule ( or calendar ( for days and times.