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Research writing: How, What, Where, When
- 1. iSchool Society Research Writing: How,What, Where, When?
- 2. By the endof this session, you will be able to: • Identify the challenges and pitfalls of the writing process • Formulate a clear hypothesis and plan to work towards • Map your research project and develop a realistic and productive writing strategy Learning Outcomes © The University of Sheffield*
- 3. Behavioural Writer’s BASE: http://writersdiet.com/base.php © TheUniversity of Sheffield* Social Emotional Artisanal/skill Air & Light & Time & Space: How Successful Academics Write, Helen Sword
- 4. © The Universityof Sheffield18/07/2018 What are the main challenges of the writing process?
- 5. When is theright time to start writing? • Writing is part of the planning process • Writing is part of the thinking process • Writing runs in parallel to data collection and analysis • Writing is part of the research process…not a separate skill set Writing Up…When? © The University of Sheffield*
- 6. What is yourtarget word count? What is your deadline? • Work out how many days you have until your deadline • Take away weekends, holidays, conferences and other anticipated ‘days off’ • Divide your word count by the number of days remaining Writing Up…How? © The University of Sheffield*
- 7. How productively canyou write? In five minutes… For example: • I am writing a dissertation about… • I think this is interesting because… • The main challenges of my research are… • The main aims of my research are… So…start writing! © The University of Sheffield* 5 minutes
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- 9. Voice in Research ©The University of Sheffield* Hyland K. (2002) Options of identity in academic writing. ELT Journal 56/4: 351-58. The process of learning to write at university often involves the process of creating a new identity (Fan Shen 1988) which fits the expectations of the subject teachers who represent a student’s discipline. The author’s explicit appearance in a text, or its absence, works to create a plausible academic identity, and a voice with which to present an argument. Average frequency of writer pronouns (per journal article)
- 10. Voice in Research ©The University of Sheffield* What is your stance? • Write in the first person (e.g. I argue…; I propose…; my research suggests…; my research is important because…) • Use language accessible to a non-specialist (i.e. a ‘lay summary’) • Boil it down to 2-3 sentences • Own your research!
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- 12. What are themain sections of your project? • Identify the main sections and subsections of your project • Use post-it notes to plan a flexible structure • Do the sections flow logically from one to the next? Mapping Your Writing © The University of Sheffield*
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- 14. Where does writingfit into your day? • Get out your diaries or use the week planner template • Identify ten one-hour slots over the next two weeks • Commit this time to the writing process Making the time © The University of Sheffield*
- 15. Plan ahead; whatwill you write? • Look back at your project map • Identify which part of the project you will write about in each of the ten one-hour slots • Hit the ground running! Making the time © The University of Sheffield*
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- 17. Make peer reviewwork for you! • Share your stance and plan with a neighbour • How realistic are their plans? Do you have any constructive suggestions or advice to offer? • Would a critical friend be useful for you beyond this workshop? Peer Review © The University of Sheffield*
- 18. Useful Resources: TUOS ©The University of Sheffield* 301 Study Skills Tutorials Thesis Mentoring Scheme MASH Service ELTC Writing Advisory Service
- 19. Manchester University Academic Phrasebank UsefulResources: Websites © The University of Sheffield* The Thesis Whisperer The Writer’s Diet, Helen Sword
- 20. Useful Resources: Apps ©The University of Sheffield* The Most Dangerous Writing App Hemingway Editor Grammarlay Ilys
- 21. iSchool Society Research Writing: How,What, Where, When?