Academic writing (1) The writing process Keele University International Postgraduate Students’ Induction Academic writing (1) The writing process Dr Stephen Bostock FSEDA

Summary Different ways of writing Writing as a process Prewriting: reading and talking Planning Revising & reviewing Editing

Academic writing Writing is an essential part of much academic work, including assessed work. The product of other study activities like research, note-making, reflection, goal setting. There are different purposes and types of writing but All academic writing shares some features and writing processes.

Your own writing process3 There is no blueprint that works for everyone, every time. The diver writer The patchwork writer The grand plan writer The architect writer (Creme & Lea, p.78)

How do you write? How do you typically organize your writing? Do you use something like one of those methods? Describe it now, in writing. What do you think are the advantages and disadvantages of this method? Write two lists now.

Practice writing in English Write privately in a learning journal: To record important information To note ideas that you could use later To Do lists Write in sentences to: Express reflections on things you learn and how you could apply them Practice paragraphs you can improve later Build a sense of yourself as a writer.

The writing process: a model based on Coffin, chapter 22

1. Prewriting1 To find something to write about Understand, generate ideas Research, read, discuss Methods: Brainstorming Freewriting Personal journal writing

The academic essay Research the topic Read the right Books Periodicals Internet

Writing is not isolated

Freewriting now

2. Planning To clarify, focus, organize Methods include: List Graphic organizers: mind map, clustering Outline view (essay plan).

Cluster diagram4

Mind maps

Outline

3. and 4. Drafting and revision Whatever your process, good writing takes Time Work Revisions. Revisions can be made on the word processor screen or on paper. Leave time for revisions.

Revision example

Elements of writing Summarize Paraphrase Synthesize Analyze Evaluate

Summarize

Paraphrase

Synthesize

Analyze

Evaluate

Paraphrase or summary? Paraphrase: “To express the meaning … in other words” Summary or Abstract: “Containing the chief points or sum or substance of a matter” … “with implication of brevity” (Shorter Oxford English Dictionary)

Exercise: a summary Read the text provided and write a summary of less than 100 words. Do not include any of the original sentences or phrases.

5. Peer review Peer review is an essential part of professional academic life. Anonymous peer reviews are necessary for journal publication and some books. Review by “critical friends” is common.

Support the revision Swap pieces of writing in pairs. Write on the review form to give helpful advice to the author on their summary. Hand back the writing with the review form.

“In your own words” 3 Degrees are awarded to individual students for demonstrating their own knowledge of a subject, not just re-using existing knowledge. But you need to read what “authorities” think and compare your views with friends and colleagues. Use a “critical friend”. Be a “critical friend”. Then write in your own words but citing where you use someone else’s ideas and quoting when you use someone else’s words.

Revise your summary Read the review form. Take note of its comments and address each one. Rewrite your summary on a new sheet Add your name at the top and hand it in at the end of the session.

Tomorrow We will give general feedback. You will write a reflection on your summary and writing style.

6. Editing Editing, proofreading & polishing are to correct the surface features of the text. Appearance Formatting, fonts, footnotes, footers Linguistic accuracy Spelling, punctuation Sources, references, acknowledgements Citations correct, references complete

Visual clarity - formatting You may be given format guidelines. If not, ask a tutor for advice. E.g. what spacing? What margins? Title page: student number, title, date, module, course; possibly word length. Font: use Arial 11 point, unless specified otherwise; headings & sub-headings are a little larger; bold or italic use sparingly. Footer: page numbers, other information?

References Derek Soles, 2003, Writing an academic essay, Studymates Coffin, C. et al. Teaching Academic Writing 2003 London: Routledge In your own words is a web document by Mike Brough Further reading: Stella Cottrell, 2003, The study skills handbook, second edition, Palgrave Creme, P. and Lea, R.L. 2003 Writing at university, a guide for students Second edition, Maidenhead: Open University Press