Graduate Writing SkillsGraduate Writing Skills

Strategies for Success in Strategies for Success in Graduate School and BeyondGraduate School and Beyond

Session ContentSession Content

Undergraduate vs. graduate level writingUndergraduate vs. graduate level writing

New expectations: student and facultyNew expectations: student and faculty

Approaching academic writingApproaching academic writing

ResourcesResources

Undergraduate vs. GraduateUndergraduate vs. Graduate

Most notable change when writing at the Most notable change when writing at the graduate level versus the undergraduate: graduate level versus the undergraduate: purpose of writingpurpose of writing

Undergraduate writing: Knowledge TellingUndergraduate writing: Knowledge Telling

Graduate writing: Knowledge MakingGraduate writing: Knowledge Making

Prior to graduate school…Prior to graduate school…

Papers were Papers were exercises in exercises in providing providing enough enough information to information to meet a page meet a page limit and a limit and a deadlinedeadline

Complete Calvin & Hobbes Complete Calvin & Hobbes

© 2006 Bill Watterson© 2006 Bill Watterson

Knowledge TellingKnowledge Telling

Papers typically Papers typically demonstrate the accumulation of acquired knowledgedemonstrate the accumulation of acquired knowledge are directed at the teacher as the primary audienceare directed at the teacher as the primary audience incorporate direct quotation and paraphrase rather incorporate direct quotation and paraphrase rather

than summary and synthesisthan summary and synthesis include simple argumentation and some analysisinclude simple argumentation and some analysis reduce issues/topics to simplest denominatorsreduce issues/topics to simplest denominators tend towards comprehensive, yet broad, reportstend towards comprehensive, yet broad, reports

Goal in Graduate Level WritingGoal in Graduate Level Writing

Papers are no longer Papers are no longer exercises in getting a exercises in getting a grade from your grade from your teacher; they are teacher; they are contributions to a contributions to a body of knowledge body of knowledge and part of an and part of an ongoing conversationongoing conversation

http://www.cellbiochem.ca/publications.htmlhttp://www.cellbiochem.ca/publications.html

Knowledge MakingKnowledge Making

Papers typicallyPapers typically enter an existing conversationenter an existing conversation are aimed at peers in the field are aimed at peers in the field are submitted for publication or presentationare submitted for publication or presentation utilize summary and synthesisutilize summary and synthesis use sound argumentation and thorough analysisuse sound argumentation and thorough analysis follow disciplinary conventions preciselyfollow disciplinary conventions precisely introduce new knowledge and offer meta-commentary introduce new knowledge and offer meta-commentary

that positions the writer as a scholar/professional peer that positions the writer as a scholar/professional peer

New ExpectationsNew Expectations

StudentsStudents responsible for responsible forNavigating proceduresNavigating procedures Initiating researchInitiating researchUnderstanding degree/discipline expectationsUnderstanding degree/discipline expectationsConferencing with faculty/advisorsConferencing with faculty/advisorsManaging tasks and project timelinesManaging tasks and project timelinesEstablishing writing/research scheduleEstablishing writing/research schedule

New ExpectationsNew Expectations

FacultyFaculty responsible for responsible forAssigning course workAssigning course work

may or may not provide detailed, step-by-step may or may not provide detailed, step-by-step instructions for a paper or presentationinstructions for a paper or presentation

Reviewing your workReviewing your workmay or may not offer extensive feedbackmay or may not offer extensive feedbackmay or may not make correctionsmay or may not make correctionsmay only review at pre-determined stagesmay only review at pre-determined stages

Supporting publication/presentation effortsSupporting publication/presentation effortsmay or may not offer info on opportunitiesmay or may not offer info on opportunities

Approaching Academic WritingApproaching Academic Writing

AudienceAudience

stylestyle““Flow”Flow” presentatipresentati

onon

PurposePurpose organizatioorganizationn

Entering the Conversation*Entering the Conversation*

Audience: peers engaged in a discussionAudience: peers engaged in a discussion Purpose: add to existing knowledgePurpose: add to existing knowledge Organization: disciplinary conventionsOrganization: disciplinary conventions ““Flow”, Style, and PresentationFlow”, Style, and Presentation

accomplished by utilizing rhetorical patterns common accomplished by utilizing rhetorical patterns common to academic discourseto academic discourse

-OR--OR- They Say, I Say, Tying it TogetherThey Say, I Say, Tying it Together

* Material on the following slides adapted from * Material on the following slides adapted from They Say, I Say: The Moves That Matter in Academic WritingThey Say, I Say: The Moves That Matter in Academic Writing

““They Say”They Say”

Start with what others are sayingStart with what others are saying ““Her point is” – skillful summarizationHer point is” – skillful summarization ““As Jones herself states” – relevant quotationAs Jones herself states” – relevant quotation

One hallmark of writing well is the ability to One hallmark of writing well is the ability to enter an important discussion in academic or enter an important discussion in academic or public spheres and clearly summarize others public spheres and clearly summarize others in order to position one’s own argumentin order to position one’s own argument

““I Say”I Say”

Three responses: Yes. No. Okay, but…Three responses: Yes. No. Okay, but… ““And yet” – distinguish their words from yoursAnd yet” – distinguish their words from yours ““Skeptics may object” – include a naysayerSkeptics may object” – include a naysayer ““So what?” – explaining why it mattersSo what?” – explaining why it matters

Your audience needs to know what is at stake Your audience needs to know what is at stake in order to stay interested in the content of the in order to stay interested in the content of the paper, yet this crucial question often remains paper, yet this crucial question often remains unanswered, alienating many readersunanswered, alienating many readers

Tying It All TogetherTying It All Together

““As a result” – connecting all the partsAs a result” – connecting all the parts ““Ain’t so / Is not” – finding balance Ain’t so / Is not” – finding balance

between a formal voice and your ownbetween a formal voice and your own ““In Other Words” – Metacommentary In Other Words” – Metacommentary

Use metacommentary to tell your reader Use metacommentary to tell your reader howhow to interpret your claims, as well as to interpret your claims, as well as clarify and elaborate your text.clarify and elaborate your text.

Feeling Overwhelmed?Feeling Overwhelmed?

Breaking It DownBreaking It Down

Writing is recursive and filled with stops Writing is recursive and filled with stops and startsand starts

Multiple drafts are to be expectedMultiple drafts are to be expected Identify sections of your project so that you Identify sections of your project so that you

can establish a working timelinecan establish a working timelineWork on smaller portions of your project Work on smaller portions of your project Draft every day/week according to finished Draft every day/week according to finished

length and deadlinelength and deadline

Go Back to the BasicsGo Back to the Basics

ResourcesResources

College of Graduate StudiesCollege of Graduate Studieshttp://www.utoledo.edu/graduate/http://www.utoledo.edu/graduate/

The Writing CenterThe Writing Centerhttp://www.utoledo.edu/centers/writingcenter/http://www.utoledo.edu/centers/writingcenter/

University LibrariesUniversity Librarieshttp://www.utoledo.edu/library/http://www.utoledo.edu/library/

Resources continued…Resources continued…

They Say, I Say: The Moves That Matter They Say, I Say: The Moves That Matter in Academic Writing in Academic Writing by Gerald Graff and by Gerald Graff and Cathy BirkensteinCathy Birkenstein

Academic Writing for Graduate Students, Academic Writing for Graduate Students, Essential Tasks and Skills, Essential Tasks and Skills, Second EditionSecond Editionby John M. Swales and Christine B. Feakby John M. Swales and Christine B. Feak

Resources continued…Resources continued…

The most recent edition of the style guide The most recent edition of the style guide mandated by your discipline, i.e. APA, mandated by your discipline, i.e. APA, MLA, Chicago, CSE, etc.MLA, Chicago, CSE, etc.

Thank You and Remember…Thank You and Remember…

Be ProactiveBe ProactiveCommunicate early and oftenCommunicate early and often

With faculty / reader / advisorWith faculty / reader / advisorWith librarian / tutor / co-hortWith librarian / tutor / co-hort

Get organized and stay organizedGet organized and stay organized

Seek out and utilize relevant resourcesSeek out and utilize relevant resources

Take time to laugh a littleTake time to laugh a little