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The Writing Development Centre Contact: wdc@ncl.ac.uk
Academic Writing The Writing Development Centre Contact: @ncl_wdc Writing Development Centre Explore the possibilities
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Your session, your questions
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Writing as Process Part One
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Writing as Process Use in conjunction with The Impact of the Writing Process
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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? Are there any areas you feel you need to work on?
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Writing as process: first draft to second draft
Spot the difference. What changes has this writer made? Why have they made these changes and what impact have they had?
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Two modes of writing Writing as thinking Writing to communicate
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.
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Editing: The Challenge Read
Why? How does that work? What’s that made up of? Why is that important? What does that mean? What other views are possible? How do you know? So what? What would happen if… Why are you telling me this?
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Editing: paragraph structure and signposting
Topic sentence: Introduction of the paragraph’s main idea. Could be an observation to be interpreted, or an argument to be evidenced. Signpost word Keyword (new) Keyword (old) Self assessment can also develop skills which make a student more attractive to prospective employers. Employers value students with skills in self assessment because these types of skills are relevant to a wide range of employment contexts. They want graduates who can accurately assess their own competencies in performing tasks. Students who can do this are well placed to take on responsibilities and adapt readily to roles in work places. The value in developing these types of assessment can be seen to go beyond meeting immediate educational needs. Students who have developed an autonomous approach to learning are well set up for life-long learning which will continue throughout and beyond their working lives. Main body in which the initial assertion is developed and explained Can they see good examples in the text? Conclusion to be drawn from the above points
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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?
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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 Writing regularly and feeling productive/a sense of accomplishment = important at PGR level. But it can be tricky to fit writing into a busy day. It can be hard to get motivated and get started, too. This is where challenging pre-conceived notions about writing can be helpful: you don’t have to wait for the Muse to descend, you don’t have to write for hours on end to be productive, and you don’t have to have long stretches of uninterrupted time.
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Or you could phrase these as questions
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
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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?
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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
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Writing as Product Part Two
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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 Step one = identifying your audience(s)? Who are they? Who are you to them? Why are they reading your work? What are their expectations of you?
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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 8th, 2015)
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Where does this text sound hesitant
Where does this text sound hesitant? What stages in the process have been missed? What is it on the page that creates this effect?
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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.”
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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.”
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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.
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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.
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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:
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