2. Session Content
Undergraduate vs. graduate level writing
New expectations: student and faculty
Approaching academic writing
Resources
3. Undergraduate vs. Graduate
Most notable change when writing at the
graduate level versus the undergraduate:
purpose of writing
Undergraduate writing: Knowledge Telling
Graduate writing: Knowledge Making
5. Knowledge Telling
Papers typically
demonstrate the accumulation of acquired knowledge
are directed at the teacher as the primary audience
incorporate direct quotation and paraphrase rather
than summary and synthesis
include simple argumentation and some analysis
reduce issues/topics to simplest denominators
tend towards comprehensive, yet broad, reports
6. Goal in Graduate Level Writing
Papers are no longer
exercises in getting a
grade from your
teacher; they are
contributions to a
body of knowledge
and part of an
ongoing conversation
http://www.cellbiochem.ca/publications.html
7. Knowledge Making
Papers typically
enter an existing conversation
are aimed at peers in the field
are submitted for publication or presentation
utilize summary and synthesis
use sound argumentation and thorough analysis
follow disciplinary conventions precisely
introduce new knowledge and offer meta-commentary
that positions the writer as a scholar/professional peer
8. New Expectations
Students responsible for
Navigating procedures
Initiating research
Understanding degree/discipline expectations
Conferencing with faculty/advisors
Managing tasks and project timelines
Establishing writing/research schedule
9. New Expectations
Faculty responsible for
Assigning course work
may or may not provide detailed, step-by-step
instructions for a paper or presentation
Reviewing your work
may or may not offer extensive feedback
may or may not make corrections
may only review at pre-determined stages
Supporting publication/presentation efforts
may or may not offer info on opportunities
11. Entering the Conversation*
Audience: peers engaged in a discussion
Purpose: add to existing knowledge
Organization: disciplinary conventions
“Flow”, Style, and Presentation
accomplished by utilizing rhetorical patterns common
to academic discourse
-OR-
They Say, I Say, Tying it Together
* Material on the following slides adapted from They Say, I Say: The Moves That Matter in Academic Writing
12. “They Say”
Start with what others are saying
“Her point is” – skillful summarization
“As Jones herself states” – relevant quotation
One hallmark of writing well is the ability to
enter an important discussion in academic or
public spheres and clearly summarize others
in order to position one’s own argument
13. “I Say”
Three responses: Yes. No. Okay, but…
“And yet” – distinguish their words from yours
“Skeptics may object” – include a naysayer
“So what?” – explaining why it matters
Your audience needs to know what is at stake
in order to stay interested in the content of the
paper, yet this crucial question often remains
unanswered, alienating many readers
14. Tying It All Together
“As a result” – connecting all the parts
“Ain’t so / Is not” – finding balance
between a formal voice and your own
“In Other Words” – Metacommentary
Use metacommentary to tell your reader
how to interpret your claims, as well as
clarify and elaborate your text.
16. Breaking It Down
Writing is recursive and filled with stops
and starts
Multiple drafts are to be expected
Identify sections of your project so that you
can establish a working timeline
Work on smaller portions of your project
Draft every day/week according to finished
length and deadline
18. Resources
College of Graduate Studies
http://www.utoledo.edu/graduate/
The Writing Center
http://www.utoledo.edu/centers/writingcenter/
University Libraries
http://www.utoledo.edu/library/
19. Resources continued…
They Say, I Say: The Moves That Matter
in Academic Writing by Gerald Graff and
Cathy Birkenstein
Academic Writing for Graduate Students,
Essential Tasks and Skills, Second Edition
by John M. Swales and Christine B. Feak
20. Resources continued…
The most recent edition of the style guide
mandated by your discipline, i.e. APA,
MLA, Chicago, CSE, etc.
21. Thank You and Remember…
Be Proactive
Communicate early and often
With faculty / reader / advisor
With librarian / tutor / co-hort
Get organized and stay organized
Seek out and utilize relevant resources