We write to work out what we think: Embedding “writing workouts” in researching – Resourcesfor Writing as a Researcher, Responding as a Researcher, Writing and Responding as a Supervisor Ilene D. Alexander, University of Minnesota, Twin CitiesCommunication Information, Exercises, Resources for Writing, Dissertation Development, Working with Peers & Professors, Professional Development and Funding: http://www.grad.umn.edu/gradwriting/ CG/ Active Listening - http://www.breakoutofthebox.com/active.htm Feedback - http://www.breakoutofthebox.com/doesmost.htm, http://www.breakoutofthebox.com/feedback.htmThinking Ladder of Inference: http://www.systems-thinking.org/loi/loi.htm Reflective Writing Cycle: www.careers.salford.ac.uk/cms/resources/uploads/File/Reflective %20Writing.pdf “What I Know” / KWHLAQ graphical organizers: http://www.ontarioecoschools.org/forms %26resources/downloads/sec_sci_grade10_KWHLAQ_Strategy.doc, and http://www.enchantedlearning.com/graphicorganizers/KWHL/Generative Writing / “Flash” Writing Reverb http://www.reverb10.com/the-prompts/ Flash Fiction/Prose http://flashfiction.net/ and http://en.wikipedia.org/wiki/Flash_prose 100 words http://www.100words.com/about.php “One a Day” Projects http://www.flickr.com/groups/oneaday/ (photos), http://oneadaybloggers.wordpress.com/ (blogging)Prose Styling Ask the Professor (writing) and Ask the Librarian (research): http://review.mai.ac.nz/index.php/TK/issue/current Academic Phrase Bank - http://www.phrasebank.manchester.ac.uk/introductions.htm Writing Down the Bones - www.breakoutofthebox.com/NatalieGoldberg.pdf and http://mrbchs.wikispaces.com/Action+of+a+SentenceResponding Summary of Ways of Responding from Peter Elbow’s Sharing & Responding (1989) Compiled by Herb Budden & housed at http://budden.wikispaces.com Writing with Intention, Power and Comfort; Peer Mentoring and Creating Writing Groups that Work; and Seeking Feedback while Writing Your Dissertation housed at http://slideshare.net/alexa032 Anything by Peter Elbow - http://www.google.com/search?tbo=p&tbm=bks&q=inauthor: %22Peter+Elbow%22On Reading as a Scholar – all google-able Carillo, Ellen C. “Making Reading Visible in the Classroom.” Currents in Teaching and Learning 1.2 (Spring 2009): 37-41. [Writing passage-based responses] Christensen, Leah M. “Legal Reading and Success in Law School: An Empirical Study.” University of St. Thomas Legal Studies Research Paper (2006) No. 06-29. [Moving from default reading to reading as a practitioner, scholar]
Saltmarsh, David and Sue Saltmarsh. “Has anyone read the reading?” Using assessment to promote academic literacies and cultures.” Teaching in Higher Education 13.6 (December) 2008: 621-632. [Writing critical reviews of individual and linked readings] Scholes, Robert. “The Transition to College Reading.” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 2.2 (2002):165-172. [Putting oneself “in” before “removing“ self from a text] Watson, Jinx S. and Susan Wilcox. “Reading for Understanding: Methods of Reflecting on Practice” Reflective Practice 1.1 (2000): 57-67. [Reading reflectively as and with practitioners/researchers]On Building Resilience Robert Boice’s First Order Principles for College Teachers (1999), adaption at http://www.uky.edu/TASC/ED/boices_principles.php “The healthiest, most creative, most productive work comes with moderation – not, as tradition would have us believe, with pressure for high rates of work and ever more output. Efficiency practiced efficiently requires patience and tolerance, not greed and intensity.” Practicing the habits described above, with their emphasis on patience, moderation, and mindfulness, will lead to this habit. In addition, try these actions: • Monitor yourself for inefficiency, such as allowing too many external distractions (noise, visitors, etc.); overreacting to distraction; working to fatigue; procrastinating; and bingeing. • Redirect efforts to more efficient ways of working, such as taking intentional pauses, creating outlines in brief sessions, and creating opportunities for interaction. • Take care of yourself in practical ways such as sleeping adequately, exercising, and eating nutritionally. Closing Rule for Writers in Robert Boice’s How Writers Journey to Comfort and Fluency (1994): Rule #30: The six distinctive habits of resilient writers are: (1) regular, constant practice of adaptive habits connected with writing; (2) clear and realistic plans combined with repeated feedback about progress toward goals; (3) anticipation of blocking points by way of noticing problems, tracing them back to origins; (4) inventing new behaviors to prevent their recurrence; (5) seeing connections for writerly rules to other, broader activities; and 6) occasional flexibility in bending or breaking this and all other rules stated here. Fredrickson, B.L. and Losada, M.F. (2005), "Positive affect and complex dynamics of human flourishing", American Psychologist, 60.7: 678-686.