Helen Fallon, NUI MaynoothHelen.b.fallon@nuim.ieAnne Murphy, Tallaght Hospitalanne.murphy04@amnch.iel
BackgroundBlended Learning ApproachFeedbackOutcomes
 One Day Academic WritingWorkshops Blended Academic WritingProgramme 2011◦ One Day Writing Seminar◦ Online Programme of ...
ANLTC23 people attended◦ 19 HE institutions◦ 2 Public libraries◦ 2 Health Sciences Libraries
And a WritingGroup for thoseinterested...Posters invitedfor the seminar
 2 stages Stage 1 (tasks 1-7) over 3 months Peer-feedback day Stage 2 over 5 months Peer-feedback day
 7 Tasks based on article TheAcademic Writing Toolkithttp://eprints.nuim.ie/1387/ E-mail guidance based on article inmor...
 Task 1 – Develop a working title and 3 threekeywords for your article Task 2 - What is the audience and purpose foryour...
A working title and 3 keywords Task 1 – 7 days And a May date proposed for completedfirst draftsAudience, Purpose, Publi...
Usually my writing projects haveinvolved jumping right in to thewriting phase. I rarely gave timeto sitting down and think...
The group was a useful forum forgetting suggestions on possibleoutlets for articles. This includedsuggestions on possiblec...
I appreciated one suggestion at thebeginning on possible journals forthe article. This made it a realisticgoal and definit...
Task 4 - Outline and titleTask 5 - Draft 500 wordsTask 6 - Continue to 1,000wordsTask 7 - Online PeerFeedback
Draw up an outline for your article Task 4 – 7 daysDrafting 500 wordsTask 5 – 7 days“ Found this part [writing the Method...
 Before this, I would probably work onentire sections at a time and inchronological order. I never felt I couldmove on to ...
[I realised] that my experience was whatwas key. The lit review, analysis, etc.,could all be built around thatSomething th...
I realised] that I had worthwhileexperiences to bring to the tableand that perfection and startingwith an expectation of a...
It’s amazing how this early work can evolveover the following weeks. I found myselfreading back over my work from the earl...
It didnt feel intimidating or likeit was too onerous to completeAll your work/ideas areexposed and that can be avery daunt...
“Im unsure what level its at - but this I hope todiscover through the peer review process!”Guidelines◦ What do you like be...
I never realised the benefit of getting inputon my work halfway through completionAfter the peer feedback the focus of the...
 trust, openness and support betweenparticipants demanding ... hear everyones feedback withoutbeing defensive ... had to...
I was surprised at my own psychologicalbehaviour in terms of acting soaggressively and defensive initiallytowards the feed...
IBTSWriting timeFlexible timetableAction learning sets
 Participants reported high rate ofconference presentations includingthree international conferences One participant won...
Conference & seminarpresentationsPublished the journal reviewstudyInvited to present at seminarsInvited to peer review...
 Demystify writing process Learned about the mechanics of writing Incremental tasks made the processmore manageable Pr...
 Allowed people choose their time forwriting People developed resilience throughpeer-feedback Cost effective Normalise...
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Becoming a writer : some shared experiences

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  • Becoming a writer : some shared experiences

    1. 1. Helen Fallon, NUI MaynoothHelen.b.fallon@nuim.ieAnne Murphy, Tallaght Hospitalanne.murphy04@amnch.iel
    2. 2. BackgroundBlended Learning ApproachFeedbackOutcomes
    3. 3.  One Day Academic WritingWorkshops Blended Academic WritingProgramme 2011◦ One Day Writing Seminar◦ Online Programme of writing tasks◦ Two peer feedback days spread over nine months
    4. 4. ANLTC23 people attended◦ 19 HE institutions◦ 2 Public libraries◦ 2 Health Sciences Libraries
    5. 5. And a WritingGroup for thoseinterested...Posters invitedfor the seminar
    6. 6.  2 stages Stage 1 (tasks 1-7) over 3 months Peer-feedback day Stage 2 over 5 months Peer-feedback day
    7. 7.  7 Tasks based on article TheAcademic Writing Toolkithttp://eprints.nuim.ie/1387/ E-mail guidance based on article inmore informal language Mentor & participant
    8. 8.  Task 1 – Develop a working title and 3 threekeywords for your article Task 2 - What is the audience and purpose foryour article? What journal/conference might yousubmit to? Task 3 –Write a 80-200 word informative orstructured abstract for your article
    9. 9. A working title and 3 keywords Task 1 – 7 days And a May date proposed for completedfirst draftsAudience, Purpose, Publication Task 2 - 10 days“Im enjoying the process and finding thestructured approach invaluable.”Abstract/Outlining Task 3 – 7 days
    10. 10. Usually my writing projects haveinvolved jumping right in to thewriting phase. I rarely gave timeto sitting down and thinking aboutmy keywords or title
    11. 11. The group was a useful forum forgetting suggestions on possibleoutlets for articles. This includedsuggestions on possibleconferences to present at, whichis a useful precursor to publishingan article
    12. 12. I appreciated one suggestion at thebeginning on possible journals forthe article. This made it a realisticgoal and definitely helped me focuson what I wanted to say. Before Iwould never have thought about whothe final article was intended for
    13. 13. Task 4 - Outline and titleTask 5 - Draft 500 wordsTask 6 - Continue to 1,000wordsTask 7 - Online PeerFeedback
    14. 14. Draw up an outline for your article Task 4 – 7 daysDrafting 500 wordsTask 5 – 7 days“ Found this part [writing the Methods section]quite demanding and feel lots of info is missing,probably thats an entirely normal experience..”Drafting to 1000 wordsTask 6 - 12 days
    15. 15.  Before this, I would probably work onentire sections at a time and inchronological order. I never felt I couldmove on to the next section until theprevious section was complete. Dippingin and out of sections in shorter bursts oftime really helps me write moreproductively
    16. 16. [I realised] that my experience was whatwas key. The lit review, analysis, etc.,could all be built around thatSomething that stuck with me is that “bad”writing is ok at first to get the article onpaper in some form initially
    17. 17. I realised] that I had worthwhileexperiences to bring to the tableand that perfection and startingwith an expectation of a very highstandard was not needed – juststart writing and then develop/editas you go
    18. 18. It’s amazing how this early work can evolveover the following weeks. I found myselfreading back over my work from the earlytasks and making changes (to both thearticle and my structure. I found myselfjustifying any changes I made. It meantthat I was considering my changes andwhy they were occurring. It felt like myarticle was evolving!
    19. 19. It didnt feel intimidating or likeit was too onerous to completeAll your work/ideas areexposed and that can be avery daunting thing
    20. 20. “Im unsure what level its at - but this I hope todiscover through the peer review process!”Guidelines◦ What do you like best about this piece?◦ What is your main suggestion forimprovement? (20 words or less)◦ Overview of how this might be achieved (1paragraph) Received and provided feedback via email to 5peers
    21. 21. I never realised the benefit of getting inputon my work halfway through completionAfter the peer feedback the focus of thearticle became clearer and I decided tochange tack and target a professionaljournal and write about my ownexperience. I felt in more control of thearticle and less stressed
    22. 22.  trust, openness and support betweenparticipants demanding ... hear everyones feedback withoutbeing defensive ... had to work at that energising ... we experienced flow most valuable ... taking part in the dialogue ... toreflect back ... the value of their work andexperience ... to see the light in someones eyesas they realised the worth of what they do.
    23. 23. I was surprised at my own psychologicalbehaviour in terms of acting soaggressively and defensive initiallytowards the feedback I received. I felt mydraft was being torn to shreds by thecriticism, which is all part of the learningexperience. Their views and feedbackwere very worthwhile, and provided morefocus and elucidation on the sectionswhich needed to be developed
    24. 24. IBTSWriting timeFlexible timetableAction learning sets
    25. 25.  Participants reported high rate ofconference presentations includingthree international conferences One participant won AISHE postercompetition Journal articles including SCONULFocus, An Leabharlann, Transfusion Book review
    26. 26. Conference & seminarpresentationsPublished the journal reviewstudyInvited to present at seminarsInvited to peer review for HILJAuthorship w/ clinical teams
    27. 27.  Demystify writing process Learned about the mechanics of writing Incremental tasks made the processmore manageable Provided a supportive community ofpractice – sharing of knowledge,information & insights from acrossdifferent types of libraries
    28. 28.  Allowed people choose their time forwriting People developed resilience throughpeer-feedback Cost effective Normalise writing as part of what wedo – we all have valuable workexperiences forposters/articles/presentations
    29. 29. Academicwritinglibrarian.blogspot.ie

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