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Writing at the Graduate Level

Rachel Grammer and Kayla SkarbakkaWriting Tutors

Walden University Writing Center

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Housekeeping

• Muting

• Questions

• Tech trouble? http://support.citrixonline.com/en_US/GoToTraining

• Recording: http://writingcenter.waldenu.edu/415.htm

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Agenda

• APA Style• Paraphrasing• Plagiarism• Graduate Writing• Grammar • Resources

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APA Style Refresher

• Citations• References• Paraphrasing• Plagiarism

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Citations

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Citations

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Citation with Direct Quotation

• Direct quotations– According to Oyler (2012), “Citations help one’s

reader to better understand the origin of material” (p. 12).

– To become a stronger writer, one must begin “by tackling the ominous stare of the blank computer screen” (Powet, 2012, para. 4).

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Citation Variations

• An organization: (US Bank, 2005)

• No author: (“Without Identity,” 2002)

• Secondary source: Cosby (as cited in Nash, 2007)

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Which would be a correct in-text citation?

A. According to Johnson 2012, “College graduates are underprepared for the rigors of the corporate world” (p. 214).

B. Students who have recently graduated “are underprepared for the rigors of the corporate world” according to (Johnson, 2012, p. 214).

C. Johnson (2012) reminded the researchers that “College graduates are underprepared for the rigors of the corporate world” (p. 214).

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References

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Common References

Poe, E., & Lee, A. (1847). Good poetry and one-syllable surnames. Journal of Really Nothing, 4(2), 23-45. doi: 107897830

Nadeau, N. (2012). Rapping with Seoul. Funtown, MN: Too Cool Press.

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Common References

U. S. Department of Education. (2007). Reconstructing the educational system: Guidelines from trial and error. Retrieved from http://www.ed.gov/ficticioussite

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Which Reference Is Best?A. Skarbakka, K., & Grammer, R. (2012). How to

talk like a scholar and really mean it. Journal of All Things Crazy, 8(17), 22-44. doi: 10x594930

B. Skarbakka, K., & Grammer, R. (2012). How to talk like a scholar and really mean it.

Journal of All Things Crazy, 8(17), 22-44. doi: 10x594930

C. Skarbakka, K., & Grammer, R. (2012) How to talk like a scholar and really mean it.

Journal of All Things Crazy, 8(17), 22-44. doi: 10x594930

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For a List of Common References

• www.writingcenter.waldenu.edu

• http://writingcenter.waldenu.edu/353.htm

He used the website →

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Paraphrasing

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Paraphrasing

• Reread until you relax• Look up from the

screen

• Be selective: Do you need to paraphrase entire source?

• Change the structure, then the words.

Strategies

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Paraphrasing

Your Mind = Funnel

Your Mind = Funnel

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ParaphrasingOriginal: “Students who have a tendency to apply

source material without adapting a proper citation and abiding by APA format may be prosecuted for intentional imitation and may be required to modify their material.”

Paraphrase: Students may be accused of plagiarism and have to rewrite their papers if they use outside sources and don’t follow APA rules for citations.

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Plagiarism

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What is Plagiarism?Copying other people’s words, ideas, images, etc.

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Plagiarism and Culture: Why?

Academic• Test only• Memorization• Imitation

Lifestyle• Copying• Common

Knowledge• Definition of

“intellectual property”

Personal• Time• Fear• Lack of

confidence

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How to Avoid It

http://writingcenter.waldenu.edu/63.htm

Do:• Paraphrase• Restructure the

entire sentence• Give credit to any

ideas that are not your own

Don’t:• Just insert

synonyms• Forget your

citations

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Graduate Writing Expectations

•Scholarly voice

•Argument

•Writing tips

•Resources

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Scholarly Voice

Goal: sound serious, professional, and informed

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Formality: Word choiceFormal and precise language• Avoid slang, colloquialisms, and clichés

The kids said the test was a piece of cake. The students said the test was easy.

• Avoid metaphors and similesThe patient was sick as a dog. The patient was diagnosed with severe pneumonia.

• Avoid contractionsJames hasn’t ever missed a day of school.James has never missed a day of school.

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Formality: Point of View• Avoid the second person (you/your)You need to be aware of your treatment options. →Patients need to be aware of their treatment options.• Avoid the general we (or us or our)We are responsible for our children’s wellbeing. →Parents are responsible for their children’s wellbeing.• Use the first person (I/me/my) only as appropriateThis paper will discuss…→ In this paper, I will discuss…The data will be collected.→ I will collect the data.The scholar will argue… → I will argue…Not appropriate: I found several studies that suggested…Not appropriate: I think that all politicians are corrupt.

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Neutrality

• Avoid opinion statements I think/I feel/I believe

Not so great: I think childhood obesity is a major concern.Better: Childhood obesity is a major concern.Best: Childhood obesity is a major concern as 17% of children in America are obese (CDC, 2012).

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Neutrality• Avoid generalizations

Not so great: Children do not get enough exercise.Better: Many children do not get enough exercise.Best: According to the CDC (2012), in 2011, only 29% of high schoolers received the recommended amount of exercise, defined as at least one hour per day.

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Clear and Direct Statements

• The simpler the better! Not so great: There are 60 individuals who participated in the study and responded to the survey.Better: Sixty participants responded to the survey.

Not so great: How to address the achievement gap in the most effective way has been argued and debated by scholars.Better: Scholars debate the most effective way to address the achievement gap.

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Consider Your Audience

• In general: scholars in your field• May depend on assignment

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Argument and Analysis

• Not just reporting what you’ve learned!• Take part in the scholarly conversation.

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Argument and Analysis: ThesisThesis• Specific and arguable• Comes at the end of introduction

Not so great: This paper is about classroom managementBetter: Classroom management is an important part of

teaching.Best: All teachers should develop the classroom

management skills of authority, individualization, and time management, which are necessary to run effective classrooms.

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Argument and Analysis

Evidence• Supports your central argument throughout

your paper• Demonstrates your scholarly credibilityEach and every sentence that uses information

from a source must include a citation.• Cite credible sources

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Argument and Analysis

Analysis• Your own interpretation of other authors’ ideas• Ensures that you’re not just summarizing your

research, but using it to support your argument According to Wilson (2011), 68% of Dallas high

school juniors reported chronic boredom in math class, suggesting a need to reconsider the math curriculum and invest in teacher training in this district.

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Writing Tips

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Tips: Research

Strong choices Weak choices•Articles from peer-reviewed journals•Peer-reviewed or scholarly books•Scholarly websites

•Wikis or blogs•Newspapers•Magazines•Popular books•General websites•Encyclopedias

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Tips: Prewriting

• OutliningI. Introduction

A. Main topicB. Focus of paperD. Thesis statement

II. BackgroundA. Evidence of the problemB. Significance of problem

III. Major Point 1A. Evidence of point…

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Tips: Writing

Introduction• Construct an arguable thesis• Establish your scholarly tone

Conclusion• Reiterate your thesis• Provide closure

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Tips: Writing

MEAL plan:• Main idea: topic sentence• Evidence: information from your sources to

support your main idea (usually include citations)• Analysis: explanation of the evidence/discussion

of its relevance in light of your thesis statement• Lead out: conclusion(Duke University's Thompson Writing Program, n.d.)

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Tips: Revise, revise, revise!Revision checklist:Thesis statementPaper and paragraph organizationUse of evidenceCitation formatReference formatScholarly toneSimple and direct sentencesMechanics (grammar and spelling)

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Recap• Include APA citations in each and every sentence

that includes information from your sources• All sources you cite in your paper should appear

in your reference list• Paraphrase mindfully and carefully• Keep your tone formal and neutral and your

sentences simple• Use scholarly arguments to join the conversation• Remember that writing is a process!

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Resources

• Website: http://writingcenter.waldenu.edu/ • Guides and resources• Exercises and quizzes• Webinars

• Writing courses• Grammarly• writingsupport@waldenu.edu• One-on-one paper reviews• Library

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Amsberry, D. (2010). Deconstructing Plagiarism: International Students and Textual Borrowing Practices. The Reference Librarian, 51, 31-44. doi: 10.1080/02763870903362183

Duff, H. A., Rogers, D. P., & Harris, M. B. (2006). International engineering students—avoiding plagiarism through understanding the Western academic context of scholarship. European Journal of Engineering Education, 31 (6), 673-681. doi: 10.1080/03043790600911753

Hayes, N., & Introna, L.D. (2005). Cultural Values, Plagiarism, and Fairness: When Plagiarism Gets in the Way of Learning. Ethics & Behavior, 15(3). doi: 10.1207/s15327019eb1503_2

Heitman, E., & Litewka, S. (2011). Seminar article: International perspectives on plagiarism and considerations for teaching international trainees. Urologic Oncology: Seminars and Original Investigations, 29 (1), 104-108. doi: 10.1016/j.urolonc.2010.09.014

References

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Thanks for joining us!

Questions?

writingsupport@waldenu.edu