Graduate Writing Game Plan

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Graduate Writing Game Plan

• Presented by
• Nancy Effinger Wilson
• February 17, 2007
• 900 a.m. 200 p.m.

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What we will cover today

• The differences between undergraduate and
  graduate writing
• The rhetorical triangle
• Writing as a process prewriting, drafting,
  revising, and editing
• Lead time
• Researching and notetaking
• Quoting and citing sources
• Common errors in punctuation and mechanics
• Sources to help you as you write

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Undergrad versus Graduate Expectations

• Undergrad writing
• Short, simple papers
• 3-5 pages
• Argumentative or compare/contrast
• Superficial research
• Lists or short descriptions of findings
• Generic conclusions

• Graduate writing
• Longer, thought-intensive papers
• 10-20 pages
• Read digest longer articles
• Identify flaws weaknesses in research
• Connect synthesize new information
• Draw informed conclusion and recommendations

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Professors complaints about graduate student
writing

• Graduate students must learn to write for a more
  sophisticated audience. They do not need to
  recount a theorists position and work. Instead,
  they should place that theory into context to
  show that they have absorbed the theory. Their
  audience already knows the theory.

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Writing as a Process
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Professors Complaints

• Grad students have to allow enough lead time for
  the writing process. They need time for ideas to
  crystalize, to see new connections, to edit out
  the fluff.
• The biggest shock to me when I went to grad
  school was that I had to start thinking about my
  big papers months before they were due. As an
  undergrad, I wrote papers the night before.
  -Trey

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Writing as a process?

• Stage one Framing the issues and planning
• Stage two Information gathering (Researching the
  Project)
• Stage three Analysing the information
• Stage four Writing the Report.

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The Writing Process
From the Cleveland State University Writing Center
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Prewriting/Research

• The fool collects facts the wise man selects
  them
• John Wesley Powell

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Professors complaints about graduate student
writing

• Graduate students shouldnt make other peoples
  ideas and research the meat of their paper. They
  need to develop their own ideas, using research
  to support their claims.
• The goal shouldnt be to refute or restate other
  points you should assert a point of your own.

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Professors complaints about graduate student
writing

• Grad students need to achieve greater breadth
  and depth in their writing and their research.
  They need to find sources that are NOT directly
  related to their topic but that nevertheless
  substantiate their claims. They also need to
  expand their sources beyond what they can find on
  JSTOR.

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Research

• Research is a circular process. Start with a
  general research question, but be willing to
  alter your thesis as you collect data.
• Locate seminal texts on your general topic (ask
  professors if you need help) and use those
  bibliographies as a starting point. In other
  words, dont just head for JSTOR or worse yet
  Google.

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Notetaking

• Keep good records. When you write/type your
  notes, be sure to include some notation system
  (//) to show page breaks (i.e. Jack Spratt could
  eat no // fat, and his wife could eat no lean
  (Smith 123-24).)
• Double-check all quoted material after youve
  transcribed it.
• Once you begin taking notes from a source, cite
  it in a working bibliography to ensure you have
  all the information required and to avoid that
  last-minute rush to locate/cite sources.

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Taking the Plunge

• Drafting

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Drafting Writers Block

• When you begin drafting, be forgiving. Dont
  worry about getting every comma in the right
  place. Premature editing can stifle even the
  most experienced writer.
• Schedule an appointment at the Writing Center to
  discuss your ideas. Clear thinking clear and
  easy writing.

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Drafting Writers Block

• Start EARLY. Stress about an impending deadline
  is unnecessary and exhausting.
• Break the process down into small steps. Day
  one go to the library Day two record notes
  from three articles Day three visit the Writing
  Center, etc.

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Basic Approach to Organization
Inspired by UT Learning Center website
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Drafting Writers Block

• Using blueprints for organizing material can help
  you get started. Its not so daunting to begin
  writing if you have a basic outline/pattern to
  follow. This doesnt mean you cant deviate from
  the formula, because you may have to do so, but
  you have a place from which to start drafting.

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Blueprints for Writing (a.k.a. You Dont Need to
Re-Invent the Wheel)

• Research Paper

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Research Paper Structure

• Introduction (provides a birds-eye view)
• Background Information (Optional)
• Literature Review/ Review of the State of the Art
• Organize by idea NOT by author
• Research Question/Problem Statement
• Describe How You Solved the Problem or Answered
  the Question
• Conclusion
• From Professor John Chinneck, Carleton University

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Blueprints for Writing

• Classical Argument

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Classical Argument

• The introduction, which contextualizes the
  general theme or thesis of the argument.
• The narration, which summarizes relevant
  background material, provides any information the
  audience needs to know about the environment and
  circumstances that produce the argument, and sets
  up the stakeswhats at risk in this question.
• The confirmation, which lays out in a logical
  order (usually strongest to weakest or most
  obvious to most subtle) the claims that support
  the thesis.

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Classical Argument (contd)

• The refutation and concession, which looks at
  opposing viewpoints to the writers claims,
  anticipating objections from the audience, and
  allowing as much of the opposing viewpoints as
  possible without weakening the thesis.
• The summation, which provides a strong
  conclusion, amplifying the force of the argument,
  and showing the readers that this solution is the
  best at meeting the circumstances.

From Winthrop Writing Center .edu/wcenter/handoutsandlinks/classica.htm
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Blueprints for Writing

• IMRAD Introduction, Methods, Research, and
  Discussion
• From R.A. Days How to Write and Publish a
  Scientific Paper

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Introduction

• 1) The Introduction should present first, with
  all possible clarity, the nature and scope of the
  problem presented.
• 2)    It should review the pertinent literature
  to orient the reader.
• 3)    It should state the method of the
  investigation. If deemed necessary, the reasons
  for the choice of a particular method should be
  stated.
• 4)    It should state the principal results of
  the investigation.
• 5)    It should state the principal conclusion(s)
  suggested by the results.

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Methods

• The main purpose of the Methods section is to
  describe (and if necessary defend) the
  experimental design and then provide enough
  detail so that a competent worker can repeat the
  experiments. Many (probably most) will skip this
  section.
• 1)    The usual order of presentation is
  chronological.
• 2)    Use subheadings, preferably matching them
  to those in the Results section.
• 3)    Be precise, objective and accurate.
• 4)    Use graphics (tables, graphs, photographs)
  as needed.

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Discussion

• 1)    Try to present the principles,
  relationships, and generalizations shown by the
  Results. Discussdo not recapitulatethe Results.
  
• 2)    Point out any exceptions or any lack of
  correlation and define unsettled points. Never
  cover up or fudge data that do not quite fit.
• 3)    Show how your results and interpretations
  agree (or contrast) with previously published
  work.
• 4)    Discuss the theoretical implications of
  your work, as well as any possible practice
  applications.
• 5)    State your conclusions as clearly as
  possible.
• Summarize your evidence for each conclusion.   

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Revision

• The compulsion to include everything, leaving
  nothing out, does not prove that one has
  unlimited information it proves that one lacks
  discrimination.
• J. Aaronson

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Revision

• Contrary to popular opinion, revision is not
  checking to make sure that every word is spelled
  correctly and every comma in place. Instead,
  re-vision (re-seeing) concerns global issues such
  as organization, content, logic. The number one
  difference between novice and experienced writers
  concerns revision beginning writers move
  directly from drafting to editing. Experienced
  writers do not bother with editing until the
  global issues are resolved. You need to
  pre-digest the material to make it easier for
  your audience to swallow.

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To quote or not to quote
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Quoting

• You can only quote the original source.
• You cannot quote someone quoted in another
  source.
• You do not have to quote public knowledge.
• Dont quote if you can paraphrase/summarize
  without losing impact.

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Citing Sources

• Modern Languages Association
• http//owl.english.purdue.edu/owl/resource/557/01/
  
• American Psychological Association Style Guide
• http//www.apastyle.org/elecref.html
•  
• American Sociological Association Style Guide
• http//www.asanet.org/page.ww?nameQuickStyleGui
  desectionSociologyDepts
•  
•  

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Citing Sources Common Mistakes

• Modern Languages Association double-space your
  Works Cited page. Double-space EVERYTHING.
  Abbreviate University (U) and Press (P). (U of
  Harvard P)
• American Psychological Association Style Guide
  dont capitalize the first words in the journal
  title unless at the beginning of the title, after
  a colon, or its a proper noun.
•  

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In the Home Stretch

• Editing and Proofreading

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Editing/Proofreading

• You need to reserve 24 hours, at least, before
  editing your own work.
• Read the last sentence first, and then the
  next-to-last sentence, and so on. In this way,
  you are reading for grammar and mechanics rather
  than flow and content. Flow and content should
  have been dealt with already in the revision
  process.
• Visit the Writing Center

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Its Gotta Flow

• Coherence

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Professors complaints about graduate student
writing

• The big difference between writing an
  undergraduate and writing a graduate papers is
  the length. Graduate students need transitions
  and connections to hold together a 20-page paper.

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TRANSITIONS Time when, while, since, before,
after, until, onceCause because, since, as, now
that, inasmuch asCondition if, unless, on
condition thatContrast/Concession however,
although, even though, despite, in spite
ofAdversative while, where, whereasConnection
similarly, moveover, nonetheless
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Clarity and Conciseness

• Occasionally, I recognize what I call the squid
  technique the author is doubtful about this
  facts or her reasoning and retreats behind a
  protective cloud of ink -Doug Savile
•  

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Avoid repetitious words in a phrase

• Exact
• Now
• Know
• Because

• Cluttered
• At the present time/ at this point in time
• Aware of the fact that
• Due to the fact that

The words in parentheses are unnecessary (absolut
ely) essential (reason is) because (completely)
eliminate (most) unique / (most) perfect
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Use shorter words, not longer

• Inflated Diction
• Cognizant
• Conceptualize
• Effectuate
• Multiplicity of
• Subsequent to

• Plain English
• Aware
• Think of
• Do
• Many
• After

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Keep sentences short and clear

• 15-20 words max.
• Vary the sentence lengths.
• Example Vary the lengths of your sentences. Use
  short sentences to emphasize important points and
  long sentences to explain complex thoughts, but
  try to put only one main idea in each sentence.
  Short sentences are easier to understand.

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Use active verbs
Agent -- verb -- object The
teacher organized the material. (Active better,
cleaner, shorter) The material was organized by
the teacher. (Passiveconfusing, vague, long)
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More active verb examples

• The movie was watched by the audience.
• The audience watched the movie.
• A problem will be caused by it.
• It will cause a problem.
• The house was constructed by ABC Corporation.
• ABC corporation built the house.

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Good use of passive verbs

• To make a statement less hostile.
• To avoid assigning blame.
• Specific reports as directed.
• (ask before you start writing)
• When the meaning of the sentence, for some
  reason, makes it appropriate.

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Apostrophes and Contractions

• Do not
• Was not
• I am
• You will
• Would not
• They are
• Use these to give writing appropriate tone.

• Dont
• Wasnt
• Im
• Youll
• Wouldnt
• Theyre
• These are for informal writing.

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Apostrophes and Possession

• Womens
• Childrens
• Mens
• Carol Browns book
• The buss seats
• The wolves tracks
• The teachers lounge

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Misplaced Modifiers

• The dogs chased the thief barking as he ran down
  the street.
• Who was barking?
• A five-foot American alligator was spotted by
  rangers swimming toward Bayous Riverside
  Restaurant.
• Who was swimming?
• Doctors discovered that his ankle has been
  fractured in five places during surgery.

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Editing Practice

• Employing a straight platinum wire rabbit, sheep
  and human blood agar plates were inoculated.
• Blood samples were taken from 48 informed and
  consenting patients . . . the subjects ranged in
  age from 6 months to 22 years
• The left leg became numb at times and she walked
  it off . . . On her second day, the knee was
  better, and on the third day it had completely
  disappeared. 
• Lying on top of the intestine, you will perhaps
  make out a small transparent thread 

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Editing Practice

•  By filtering through Whatman no. 1 filter
  paper, Smith separated the components.
• Antibiotic-Combination Drugs Used to Treat Colds
  Banned by FDA.
• Free information about D. To get it, call
  555-7000.

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MISUSE OF WORDS

• Amount use this word when you refer to a mass or
  aggregate. Use number when units are involved.
• And/or avoid it
• Quite, Very, Really delete them
• While Nero fiddled while Rome burned. NOT
  Nero fiddled while I wrote a book on scientific
  writing.

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Commonly misunderstood rules

• Which/that which is nonrestrictive that is
  restrictive
• CetB mutants, which are tolerant to colicin E2,
  also have an altered.
• CetB mutants that are tolerant to colicin E2
  also have an altered. 

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Commonly misunderstood rules

• Who/Whom If there is a verb to the right, use
  who. Otherwise, use whom. You can remember
  which to use if you group them who/they/he and
  whom/them/him.

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Verb Tense

• When writing about others findings, use present
  tense. When writing about your findings (unless
  published) use past tense.
• Make a note of this and tape it to your computer
  screen to keep yourself from switching tenses for
  no reason.

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Were All Friends Here

• Unspoken Questions

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Unspoken questions you have?

• Q I am uncomfortable with the vocab of academic
  articles
• A Learn how to read them, practice, attend a
  workshop
• Q How can I keep all these ideas in mind?
• A You arent suppose to. Use notecards, annotate
  your articles and books.
• Q I am not familiar with the more intensive
  critical thinking process, how can I be?
• A Talk to professors and peers, go to workshops

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Unspoken questions you have?

• Q I get stressed out by all of this How can I
  stop that?
• A Use mini-deadlines to ease final deadline
  stress
• Q I am not confident of my writing abilities
  How can I be?
• A Get help with rough draft final draft at TRC
  or Writing Center.
• Q You make this look easy, but it doesnt seem
  to really work out this way why?
• A Because this is more of a circular process
  than a linear one.

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Online Resources

• Locally
• Tomás Rivera Center writing tutors
• http//www.utsa.edu/trcss
• UTSA Writing Center
• http//www.utsa.edu/twc/
• On the web
• Purdues Online Writing Lab (OWL)
• http//owl.english.purdue.edu/owl
• Diana Hackers Research Documentation Online
• http//www.dianahacker.com/resdoc/
• How to Organize Your Thesis (Prof. Chennick)
• http//www.sce.carleton.ca/faculty/chinneck/thesis
  .html
• Cleveland State University Writing Center
• http//www.csuohio.edu/writingcenter/writproc.html
  
• UT Learning Center
• http//www.utexas.edu/student/utlc/lrnres/handouts
  /1231.html

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More online resources

• Find a writing resource guide that works for you.
• Examples are Garners Modern Language Usage,
  Strunk White, St. Martins or
  __________________ (something you use?)
• Other online sources include
• http//www.plainenglish.co.uk
• http//www.dianahacker.com
• http//owl.english.purdue.edu/owl/

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• Writing community support Flourish is a free,
  monthly, electronic newsletter to encourage and
  connect graduate student, faculty, and
  independent scholarly writers. Never more than
  two pages once a month, it tells the stories of
  those who are surviving and even thriving as
  writers in academia. Some of the topics addressed
  are developing good writing habits, sending
  essays to journals for submission, organizing
  research material, working with editors and
  advisors, persevering on books or dissertations,
  and using citation and presentation software.
• http//lists.ucla.edu/cgi-bin/mailman/listinfo/flo
  urish