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RWC Peer Tutor �CPD Writing Strategies

Dr Aoife Lenihan

14/11/2017

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Freewriting / Writing to Prompts

Keep writing non-stop for 5 minutes.
Prompt - What I worry about and struggle with when faced with an academic-writing task?

Write in sentences.
Do not edit or censor your writing.
Private writing – no one will read it.
(Discuss what you have written in pairs.)

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Writing an Abstract

Brown’s 8 questions (Murray, 2005:108-114)
Framework to help you draft an abstract
Allows you to see the paper as a whole and focus on the main points of the argument
Written at an early stage in the writing process, it helps you maintain the main focus as you write the paper.
Revise it as you go.

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Brown’s 8 Questions

Who are the intended readers? (3-5 names)
What did you do? (50 words)
Why did you do it? (50 words)
What happened? (50 words)
What do the results mean in theory? (50 words)
What do the results mean in practice? (50 words)
What is the key benefit for readers (25 words)
What remains unresolved? (no word limit)

(Brown 1994)

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CARS Model �Creating A Research Space

Move 1: Establishing a Territory [the situation]
Move 2: Establishing a Niche [the problem]
Move 3: Occupying the Niche [the solution]

Swales (2004)
More - http://libguides.usc.edu/writingguide/CARS

Move 1: Establishing a Territory [the situation]�This is generally accomplished in two ways: by demonstrating that a general area of research is important, critical, interesting, problematic, relevant, or otherwise worthy of investigation and by introducing and reviewing key sources of prior research in that area to show where gaps exist or where prior research has been inadequate in addressing the research problem.�Step 1 -- Claiming importance of, and/or [writing action = describing the research problem and providing evidence to support why the topic is important to study]

Step 2 -- Making topic generalizations, and/or [writing action = providing statements about the current state of knowledge, consensus, practice or description of phenomena]

Step 3 -- Reviewing items of previous research [writing action = synthesize prior research that further supports the need to study the research problem; this is not a literature review but more a reflection of key studies that have touched upon but perhaps not fully addressed the topic]

Move 2: Establishing a Niche [the problem]�This action refers to making a clear and cogent argument that your particular piece of research is important and possesses value. This can be done by indicating a specific gap in previous research, by challenging a broadly accepted assumption, by raising a question, a hypothesis, or need, or by extending previous knowledge in some way.�Step 1a -- Counter-claiming, or [writing action = introduce an opposing viewpoint or perspective or identify a gap in prior research that you believe has weakened or undermined the prevailing argument]

Step 1b -- Indicating a gap, or [writing action = develop the research problem around a gap or understudied area of the literature]

Step 1c -- Question-raising, or [writing action = similar to gap identification, this involves presenting key questions about the consequences of gaps in prior research that will be addressed by your study. For example, one could state, “Despite prior observations of voter behavior in local elections in urban Detroit, it remains unclear why do some single mothers choose to avoid....”]

Step 1d -- Continuing a tradition [writing action = extend prior research to expand upon or clarify a research problem. This is often signaled with logical connecting terminology, such as, “hence,” “therefore,” “consequently,” “thus” or language that indicates a need. For example, one could state, “Consequently, these factors need to examined in more detail....” or “Evidence suggests an interesting correlation, therefore, it is desirable to survey different respondents....”]

Move 3: Occupying the Niche [the solution]�The final "move" is to announce the means by which your study will contribute new knowledge or new understanding in contrast to prior research on the topic. This is also where you describe the remaining organizational structure of the paper.�Step 1a -- Outlining purposes, or [writing action = answering the “So What?” question. Explain in clear language the objectives of your study]

Step 1b -- Announcing present research [writing action = describe the purpose of your study in terms of what the research is going to do or accomplish. In the social sciences, the “So What?” question still needs to addressed]

Step 2 -- Announcing principle findings [writing action = present a brief, general summary of key findings written, such as, “The findings indicate a need for...,” or “The research suggests four approaches to....”]

Step 3 -- Indicating article structure [writing action = state how the remainder of your paper is organized]

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Writing a ‘page 98 paper’

Early: to establish direction/focus
Associate your project with the literature
Distinguish your project from the literature
Build on research question/hypothesis
Focus reading/thinking
Manageable writing task: 325 words
To develop thinking about your thesis thesis?
Late: to focus thinking as you draft conclusion and revise your introduction

(Murray, 2006: 105)

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‘Page 98 Paper’

My research question is … (50 words)
Researchers who have looked at this subject are … (50 words)
They argue that … (25 words)
Debate centres on the issue of … (25 words)
There is work to be done on … (25 words)
My research is closest to that of X in that(50 words)
My contribution will be … (50 words)

(Murray, 2006: 104)

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Research Article Discussion �(Swales, 1990: 172/3)

Background information
Statement of results
(Un)expected results
Reference to previous research
Explanation
Exemplification
Deduction and hypothesis
Recommendation

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Outline

Key stages in the writing process

Understanding the assignment title
Brainstorming
Research
Planning and organising your essay
Structuring your essay (paragraphing)
Developing and sustaining your argument
Drafting and redrafting your essay
Editing and proofreading your essay

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Outlining

Outlining (Murray, 2005)

3 levels of headings

Reverse Outlining

Revision stage
Towards the end of your writing process

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Other types of writing

Keep a learning diary (Moore and Murphy, 2005:61) / writing diary / process journal (Elbow and Belanoff, 2003:19).

When do you feel most/least motivated to write?
What strategies have/have not worked in the past?

Write a little bit every day (Moore and Murphy, 2005:117):

“we learn to write through writing” (Hyland, 2002:81).

Keep a notebook with you to record ideas when they come to mind (Moore and Murphy, (2005).

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Writing time

Dealing with issues of time
Setting goals
“Binge” and “snack” writing (Murray, 2005)
Do I need a big block of time to write productively?
“Short bursts of productive writing” (Murray and Moore, 2006:17)

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The writing process

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Drafting

Revision

Editing and

proofreading

Pre-writing

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My writing process

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Assessing my

research/writing

process

Cognitive

Strategies

Metacognitive

Strategies

Affective

Strategies

Social

Strategies

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