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Becoming w6 academic_writing#1 Starts with Academic Writing workshop
 

Becoming w6 academic_writing#1 Starts with Academic Writing workshop

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Academic writing workshop that explores reactions to writing, behaviours that stop us writing - and strategies that can help us to write. With resources.

Academic writing workshop that explores reactions to writing, behaviours that stop us writing - and strategies that can help us to write. With resources.

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    Becoming w6 academic_writing#1 Starts with Academic Writing workshop Becoming w6 academic_writing#1 Starts with Academic Writing workshop Presentation Transcript

    • Writing WORKSHOP Writing is easy – you just stare at a blank piece of paper till your eyeballs bleed!
    • Brainstorm • What are your hopes and fears about University level writing?
    • Writing WORKSHOP • • • • • Writing activity Reflecting on the activity What we can do ... Next steps Useful resources
    • Writing Activity Free writing Each person should have in front of them: • Two sheets of paper: • One, ‘Writing’ - blank, to write upon, • Two, ‘Commentary’ - to note reasons for not writing • Pens or pencils
    • The Activity • When asked, turn to your ‘Writing’ page and write for ten minutes without pause on the question on the next slide. • If you stop writing for any reason, write that reason, no matter how trivial or insignificant on the ‘Commentary’ sheet.
    • Now for ten minutes write on: Winnicott (1971) argued that play is necessary to counteract the implicit threat that occurs when we are in transitional spaces – between worlds, between classes, in alien educational settings. Discuss in relation either to becoming a successful student or becoming a successful teacher.
    • Reflection (1) What was your reaction to that writing?
    • Reflection (2) Why did you STOP writing?
    • Some reasons for stopping: • • • • • • Thinking Searching for a word, spelling, tense Uncomfortable Distracted Couldn’t see the point Don’t know enough yet • What are you going to do about this?
    • Some solutions … • Get into a good physical & mental space: Be comfortable – your way Accept the task – or fake it! • Brainstorm & plan before you write • Once you start – go with the flow • Don’t stop! • Free write: Do not search for the right word – redraft and improve later • Leave gaps – read more after writing.
    • Reflection (3) • What do you like about your own academic writing practices?
    • What staff say: • • • • • • • • • • I discover what I’m thinking I never quite know where it’s going I puzzle out my ideas It’s an exploration It’s exciting I am concise and effective I try to be helpful and useful It’s teasing out my thinking I’m incredibly organised I just plunge in and see where it goes
    • What UG students say:
    • I am still not sure if my work is considered academic, I still don’t know what makes one of my essays better than another.
    • I have been humiliated in ways that I would never have put up with any where else!
    • Academic language, the kind of language that doesn’t readily flow off my tongue: the type of language I rarely use when speaking to my peers. The type of language that I don’t readily understand and the type of language that means spending hours at a computer turning something quite simple into something that sounds moderately impressive with elitist results.
    • Can we get you to feel more positive?
    • Safe spaces to write Things to think about: • We treat writing differently… If it were sport or driving or cooking... • Process not product • Craft not perfect • Practise, practise, practise…
    • Free Writing • Peter Elbow (1998) argues that free-writing encourages us to write at length without fear of censorship ... • Frees us to explore a topic • Encourages understanding • Focusses on having something to say - with • Spelling & grammar (3 min) ... The least important part
    • NEXT STEPS… Half hour writing every day! •Keep/enjoy a Reading Dossier •Summarise an argument •Explain a concept •Apply a theory •Start a chapter •Keep a learning journal.....
    • Write – read – think... Try a blog: http://thesiswhisperer.com/2012/12/12/turn-your-notes-into-wri Try CORNELL notes: http://coe.jmu.edu/learningtoolbox/cornellnotes.html Try Binge writing: http://patthomson.wordpress.com/2013/01/03/dr-jekyll-writes-b / Try something really creative: http://www.arts.ac.uk/cetl/visual-directions/ Try being a diver writer: http:// learning.londonmet.ac.uk/epacks/studyhub/introduction.html 1
    • • • • • • • • • • • • • • Writing RESOURCES EXCELLENT site for linking phrases and for WRITING: http://www.phrasebank.manchester.ac.uk/ Ten steps: http://prezi.com/cbaj9e5kised/copy-of-ten-stages-of-assignment-success/ Academic writing month: http://www.guardian.co.uk/higher-education-network/blog/2012/nov/01/academic-writing-monthThe writing pages on the Study Hub – with PACKS!: http://learning.londonmet.ac.uk/epacks/studyhub/introduction.html 750 Words: it does what it says on the tin: http://750words.com/ Written Kitten – new kitten every 100 words! http://writtenkitten.net/ Essay planning animation – Portsmouth: http://ondemand.port.ac.uk/central/One_way_to_write_an_essay.wmv Our writing mini-site: http://learning.londonmet.ac.uk/TLTC/connorj/WritingGroups/ Essay/report quiz: http://learning.londonmet.ac.uk/LMBS/study/reports_essays/ Our Preventing Plagiarism course (also in WebLearn): http://learning.londonmet.ac.uk/TLTC/learnhigher/Plagiarism/