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Introduction to writing techniques for PhD students ANU 4.9.14 Rowena Murray University of the West of Scotland [email protected]

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Page 1: Anu helping students write

Introduction to writing techniques for PhD students

ANU 4.9.14

Rowena Murray

University of the West of Scotland

[email protected]

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Aims of this session

Identify a range of academic writing strategies.

Illustrate writing activities. Suggest how PhD students may develop a

repertoire of writing strategies. Explain how PhD students have developed

productive practices.

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Generic training

Communicating Writing Quality and standards ‘We all know it’s the quality of the research that

matters, not the writing’. Productive practices, e.g. ‘Snack’ and ‘Binge’ Developing ideas through writing Learning to write for different contexts

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The demands of writing

‘[Writing] requires me to bring all my attention and energy to bear on the tasks that it involves (thinking, formulating, experimenting, drafting, reflecting, reading, synthesising, generating ideas, pulling together a lot of information, drawing out key themes, articulating complex ideas, adopting positions, generating explanations, reaching conclusions etc.)’.

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Defining academic writing:the practices and strategies

A range of writing strategies is needed for the many different demands of academic writing.

As different as freewriting and structured writing, ‘snack’ and ‘binge’, solitary and social.

Defining the sub-routines of academic writing.

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For evidence of impact, see

British Educational Research Journal Higher Education Higher Education Research and

Development Journal of Further and Higher Education Studies in Higher Education

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Defining ‘writing’: the task

Getting something down on paper/screen Sketching an idea for a chapter/paper Producing a chapter/paper Outlining a chapter Revising a draft chapter Talking about writing Getting/processing feedback on writing Just getting started

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Defining writing: the rhetorical modesof exposition and argument

Description Narration Process Comparison & contrast Analysis Classification Definition

Categorical proposition Evaluation Causal analysis Refutation Proposal

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Defining writing: the ‘Active verbs for discussing ideas’ as rhetorical modes

Informs, reviews, argues, states, synthesises, claims, answers, explains, reconsiders, provides, maintains, outlines, supports, compares, lists, acknowledges, confirms, analyses, disputes, concludes, reveals, implies, reminds, suggests, considers, highlights, refutes, assembles, shows, adds, clarifies, identifies (Ballenger, 2009).

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Principles underpinning my thesis writing workshops

Using tried & tested strategies Discussion: rehearsing arguments ‘Pre-peer review’ Writing/revising time -- increasing Analysing writing Talking about ‘social writing’ ‘Binge’ and ‘snack’ writing

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Format of my thesis writing workshops

Presentation: principles, rationales Writing activities Peer, pair and group discussions Peer review Analysing writing Planning writing time Goal-setting for writing

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Writing to prompts

What writing for your thesis [or writing for publication] have you done, and what would you like to do in the long, medium and short term?

5 minutes’ writing In sentences Private writing -- no one will read it To be discussed in pairs/groups

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Prompts to make the thesis ‘contribution’ explicit

• This research shows/reveals/confirms …

• This is a contribution in the sense that …

• This is a contribution to the extent that …

• Define the order and proportion of your research to other research -- in relation to specific researchers’ work.

• Define similarities and/or differences between your work and theirs.

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Prompts from journals: 1

‘The purpose of this study was to [verb]… The results of this study are consistent with … There were no significant differences in … In particular, previous work has shown that … this issue may be addressed by measuring …’

(Busch, 2005)

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Prompts from journals: 2

‘ … there have been a number of attempts to address … Considerable effort has been devoted to estimating … However, none of these approaches attempted to assess the impact of …’.

(Young et al, 2002)

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Prompts from journals: 3

‘This paper explains the key role of … in incorporating … concerns into decision making and in facilitating the more efficient management of … It reviews concepts and techniques … The evidence presented suggests …’

(Munasinghe, 1993)

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Using verbs as promptsto show the chapters’ purposes

This chapter analyses … explores … questions … challenges …

It argues that … It illustrates … The findings suggest … This paper concludes by suggesting …• It begins with … then … and finally …

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Writing ‘forecasting paragraphs’

Paragraphs at the start of chapters or at the end of the introduction.

Say what the chapter will do (in verbs?) and/or what it contains and why, and, often, what it does not and why not.

Explain the order of points. May or may not repeat part of abstract/summary

word-for-word or may paraphrase it.

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Example of aforecasting paragraph

‘This paper first reviews relevant literature on scholarly productivity and then discusses the survey that was conducted along with how the four categories of author attributions emerged from the responses. Each category is elaborated on using the authors’ responses and previous research on productivity. Recommendations for future research along with a consideration of limitations conclude the paper’ (Mayrath, 2008, p. 43).

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3 types of purpose

1. The purpose of the textThe purpose of this chapter is to …

2. The purpose of the research The purpose of the research was to …

3. The purpose of each writing task -- decide what you are using writing to do (e.g. will you write to develop an idea, document a step in the research, argue for your interpretation, construct your contribution argument etc.?)

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Writing task

Write one sentence saying what the main purpose of your thesis is.

Try using a verb in this sentence. If you’re not sure yet, write several different versions, in

several different sentences. Next write verbs for your chapter(s).

Ask for feedback.

Give some feedback.

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Summary of the thesis

750 words = 3 pages, double-spaced. Use verbs to say what each chapter does:

Chapter 1 [verb] … Chapter 2 [verb] …. Show coherence of thesis argument. Show links between chapters. Show links between aim(s) and claim(s). Insert at end of thesis Introduction.

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Summary: prompts for generating text

Warm up prompts: 5 minutes taking stock and goal-setting.

Thesis prompts, e.g. contribution … Generic prompts, e.g. ‘The purpose of this paper is to …

This suggests that …’ Journal prompts, e.g. …? Questions, e.g. ‘What do I want to write?’ In outlines, i.e. as well as headings. Revision prompts, e.g. ‘Define other approaches’.

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Freewriting Write for 5 minutes, in sentences, without stopping Private writing -- no one will read it Write about about a thesis topic that you anticipate

will be difficult to write about, that you have already found difficult to write about or that you have put off writing about

Like brainstorming in sentences, structure and coherence not required, explore many angles, do ‘open’ writing

‘Structured writing is about knowledge; freewriting is about ideas’.

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Responses … reactions

What do you think about the process of doing academic writing this way?

If you use freewriting -- yourself and/or with students -- what do you do, and how does it work? What do they think of it?

What do you think about the product of writing this way -- i.e. the text you produced?

Can you see -- or explain -- how freewriting can be part of the thesis writing process, and/or in academic writing more generally?

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Generative writing

Same routine as freewriting But more focused, more ‘closed’ By focusing on part of your freewriting To be read by one person in the group

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Free- and generative writingfor thesis writing

To get started To explore possibilities To silence the ‘internal editor’ temporarily To develop confidence To develop fluency To work out a complex argument To do rough drafting To clarify thinking

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Pros and cons

‘Freewheelers’ like it; ‘structurers’ don’t. It’s probably good to use both types of writing

strategy. It may be important to ‘write about your

writing’ for some of the time. Try these strategies for a week. Judge for

yourself whether or not they are useful.

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References

Freewriting

Elbow, P. (1973) Writing without teachers. Oxford: Oxford University Press.

Generative writing

Boice, R. (1990) Professors as writers: A self-help guide to productive writing. Stillwater, OK: New Forums Press.

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Writing a ‘page 98 paper’

When? Early: to establish direction/focus To link to & dissociate from the literature Build on research question/hypothesis Focus reading/thinking Manageable writing task: 275 words To develop thinking and/or for thesis? Later: to focus thinking/intro conclusions

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The ‘page-98 paper’(Now p. 118 of 3rd edition of How to Write a Thesis)

My research question is … (50 words) Researchers who have looked at this subject are …

(50 words) They argue that … (25 words) Debate centres on the issue of … (25 words) There is work to be done on … (25 words) My research is closest to that of X in that … (50

words) My contribution will be … (50 words)

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Brown’s 8 questions

1. Who are intended readers? (3-5 names)2. What did you do? (50 words)3. Why did you do it? (50 words)4. What happened? (50 words)5. What do results mean in theory? (50 words)6. What do results mean in practice? (50 words)7. What is the key benefit for readers (25 words)8. What remains unresolved? (no word limit)

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Brown’s 8 questions

To draft an abstract Not just for experimental work Set word limits Using generic structure Generating text you can work on later Write abstract first, revise it as you go Construct/see the whole argument

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Write and use prompts in series

To outline whole thesis argument To check coherence of argument To outline chapters/sections Not just using verbs Using word limits

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Taking stock

• TEXT WRITTENList the writing you have done for your thesis, in terms of chapters/parts of chapters. Add up the number of words or pages you have written. List chapters that you have written partly or in full.

• TEXT STILL TO WRITEList chapters/parts of chapter you still have to write.

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Setting a writing goal

Define purpose of the writing task. Choose a verb to define purpose. Define audience for this writing. Define scale and scope of writing. Decide number of words to write. Decide how long you need to do this. If there are no numbers, is the goal specific?

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What constitutes a poor writing goal?

Do 5 minutes’ writing practice daily.

Too big a change. Purpose not clear.

• Write/revise the introduction.

No scale and scope. Writing task not defined.

• Get more feedback on writing.

Type of feedback needed not defined. Recipe for misunderstanding and/or frustration and delay.

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What about good writing goals?

Do 5 minutes’ freewriting today at 9.45am. Define the chapter topic in 500 words. In 60

minutes do a rough draft between 11am and 12. Ask supervisor: is this chapter focused? Is the

main point clear? Does it fit with the rest of my thesis? Give the date when you need feedback by and say how detailed the feedback should be: e.g. brief comment, detailed explanation or what?

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Writing the thesis conclusion

To what extent did you achieve the aims of your study? Does it make sense to have one section of your conclusion for each aim?

State your research outcomes. Write a paragraph on each outcome. Follow this with a paragraph linking your work to the literature.

Set an appropriate word limit: 3,000, 5,000 or 8,000 words? What’s the upper limit?

Write the introduction to this chapter: say what you will do in your conclusion and why.

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Develop a mini-argument for the thesis contribution

You have made a contribution -- say so. If you use another term, define it carefully. What exactly is your contribution? ‘Contribution to knowledge’? To whose

knowledge? In what sense? To what extent is it a contribution? Who will agree? Who will disagree? On what grounds will your claim be challenged?

Write it down and write a response.

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Signposting

Make explicit connections in advance. ‘Forecast’ the structure of your article. Say how sections are linked. Define and justify the proportions of your paper. Link to your defined research question/gap. Give readers a route through your paper. Establish key terms for your paper.

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Signalling

Make links explicit: use link words at the start of sections, paragraphs and sentences.

Refer forwards and backwards in your paper. Make the development of your argument from

section to section explicit. Say what you are doing at each stage. Repeat your key terms.

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‘Social writing’

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PhD by retreat

• ‘I used retreats to write chapters of my thesis and found I could get to a first draft at retreat, which I’d then amend and edit over three or four group writing days, and I used this model for four of my thesis chapters’.

• The micro-groups, wherever they were, whenever they met, created a ‘writing environment … dedicated time’.

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Micro-groups and ‘RetrEat’

‘… Off the back of these writer’s retreats I got to know other writers who were keen to continue the retreat structure back home. I met up with one other writer on approximately four occasions outwith the organised retreats to do more structured writing. On one occasion we met in a coffee shop. We keep to the retreat timetable’.

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What do micro-groups do?

‘I have written in groups in a range of settings: I have attended formal writing retreats of between 8 and 14 people for 10 hours across 2 days with a preparation evening beforehand. Writing groups in my academic departments, meeting occasionally on a pre-planned basis to write for a half- or full day. Writing days at colleagues’ houses, again writing for around 5 hours. Paired writing sessions for pre-determined times, writing in a room in a colleague’s department. Coffee shop sessions, meeting for 60-90 minutes at the beginning of a day’ (Murray 2014: 98).

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For me, as a supervisor This means I can help students decide what to write about, how to

write about it, how much to write, how long to take etc. I give feedback on their writing, we discuss it, and they can start

revising right away. They see how I write. We discuss my writing too. If it’s not working, if they’re not writing, I can help. I can suggest

other strategies. We can work out what’s holding the writing up. For many, this develops persistence, sometimes clarity -- in writing

and thinking. I get insights into students’ writing -- individually and collectively. I

adapt and merge writing strategies, explain them in different ways.

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Conclusions

We can suggest that our students try, and use, a range of writing strategies for different purposes in the development of their research and their understanding.

We can discuss their reactions to and experiences of using these strategies.

We can discuss our reactions to and experiences of using these and other writing strategies.

These strategies and activities can be student-led. Question: is this developing ‘generic’ skills? Or are

they discipline-specific, even thesis-specific?

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‘And finally …’

‘The advice given by Rowena Murray in her book How to Write a Thesis … is not as ridiculous as it first sounds.There is a misbelief that writing should await inspiration. In fact, the most productive and satisfying way to write is habitually, regardless of mood or inspiration. Writers who overvalue spontaneity tend to postpone writing, and if they write at all, they write in binges that can be associated with fatigue.Writers who write regularly in reasonable amounts benefit from greater productivity and creativity (Griffiths, 2002: 13).

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For details, students’ responses and evidence of impact

Murray, R. (2011) How to Write a Thesis, 3rd edition.

Murray, R. (2009) How to Survive your Viva, 2nd edition.

Murray, R. (2013) Writing for Academic Journals, 3rd edition.

All published by Open University Press-McGraw-Hill, Maidenhead. Also available as ebooks.

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References

Ballenger, B (2009) The Curious Researcher: A Guide to Writing Research Papers, 6th edition. New York: Pearson Longman.

MacLeod, I, Steckley, L & Murray, R (2011) Time is not enough: Promoting strategic engagement with writing for publication, Studies in Higher Education, 37, 5: 641-654.

Murray, R (2014) Doctoral students create new spaces to write in C Aitchison and C Guerin (Eds) Writing Groups for Doctoral Education and Beyond: Innovations in Practice and Theory. London: Routledge, pp. 94-109.

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Further reading

Eley, A & Murray, R (2009) How to be an Effective Supervisor. Maidenhead: Open University Press-McGraw-Hill.

Lee, A & Murray, R (forthcoming) In how many ways can supervisors help postgraduate research students when focusing on academic writing?, Innovations in Education and Teaching International.

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Acknowledgements

The British Academy funded the writing retreat study.

The Nuffield Foundation funded two studies of interventions to enable writing for publication.

The University of Strathclyde funded two studies of academic writers’ practices.