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Becoming w6 academic_writing#1 Starts with Academic Writing workshop
The document focuses on strategies to improve university-level writing through techniques like free writing and reflection. It emphasizes the importance of process over product and suggests practical next steps for writers to engage with their thoughts and develop their academic skills. Additionally, it offers various resources for students to enhance their writing practices and overcome challenges related to academic language.
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Becoming w6 academic_writing#1 Starts with Academic Writing workshop
- 1. Writing WORKSHOP Writing iseasy – you just stare at a blank piece of paper till your eyeballs bleed!
- 2. Brainstorm • What areyour hopes and fears about University level writing?
- 3. Writing WORKSHOP • • • • • Writing activity Reflectingon the activity What we can do ... Next steps Useful resources
- 4. Writing Activity Free writing Eachperson 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
- 5. The Activity • Whenasked, 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.
- 6. Now for tenminutes 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.
- 7. Reflection (1) Whatwas your reaction to that writing?
- 8. Reflection (2) Whydid you STOP writing?
- 9. Some reasons forstopping: • • • • • • 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?
- 10. 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.
- 11. Reflection (3) • Whatdo you like about your own academic writing practices?
- 12. What staff say: • • • • • • • • • • Idiscover 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
- 13. What UG studentssay:
- 14. I am stillnot sure if my work is considered academic, I still don’t know what makes one of my essays better than another.
- 15. I have beenhumiliated in ways that I would never have put up with any where else!
- 16. Academic language, thekind 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.
- 17. Can we getyou to feel more positive?
- 18. Safe spaces towrite 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…
- 19. Free Writing • PeterElbow (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
- 20. NEXT STEPS… Half hourwriting every day! •Keep/enjoy a Reading Dossier •Summarise an argument •Explain a concept •Apply a theory •Start a chapter •Keep a learning journal.....
- 21. 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
- 22. • • • • • • • • • • • • • Writing RESOURCES EXCELLENT sitefor 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/