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Developing academic writing across research degrees: facilitating and hindering factors

Developing academic writing across research degrees: facilitating and hindering factors. Oscar Odena School of Education, University of Hertfordshire LTI Annual Conference, 3 May 2012. Introduction: context of the enquiry. Background: Employability theme (HEA)

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Developing academic writing across research degrees: facilitating and hindering factors

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  1. Developing academic writing across research degrees: facilitating and hindering factors Oscar Odena School of Education, University of Hertfordshire LTI Annual Conference, 3 May 2012

  2. Introduction: context of the enquiry • Background: • Employability theme (HEA) • Academic writing skills valued by in job market • Levels of non-completions (unreported) • Writing blocks • PRES results

  3. Successful biding to LTI and HEA so far: Enhancing feedback for academic writing across research degrees project

  4. Project methodology • (1) Literature review • (2) Interviews with up to 60 participants across research degrees • Maximum variation purposive sample approach • Including research degree students and graduates • (3) Thematic analysis of full transcripts • (4) Report for funders & education tools for students/supervisors

  5. Examples of questions for discussion • SUPERVISORS’ FEEDBACK • What type of feedback helped (or would have helped) you better in developing your writing? • PERSONAL STRATEGIES FOR ACADEMIC WRITING DEVELOPMENT • What motivates you in terms of writing? • What is the environment most appropriate for you in productive writing? (Where do you write, do you have a space at home/work? Do you prefer individual/group writing?) • What do you use to help you write (e.g. diary, mind maps)? • How were the thesis’ chapters produced within the timeline of your research degree?

  6. Ideas from LTI conference: • What type of feedback helped: • What motivates: • Environment: • Tools for writing: • Writing production:

  7. Some interim results: ‘Feedback’ • QUOTATIONS: • Regular tutorials with my supervisors were very useful and helped me develop my writing style. I sent drafts by email prior to our meetings which gave supervisors time to make constructive comments regarding style and content…the tutorials always left me wanting to go and write further (doctoral graduate). • I had a number of publications already…I guess I was quite independent…What helped tremendously was getting comments from my supervisors as to how I could clarify things, certainly it make me a much better editor and reviewer (doctoral graduate)

  8. ‘Personal strategies’ • Different strategies acknowledged – systematic work as common theme • Motivated by deadlines & clear expectations: • I tend to be very focused – not least because I was self-funded…With my supervisors we would set a date for next tutorial each time we met which gave me a time-frame to do the next bit of writing. I would set aside a couple of evenings in the week and Saturday and Sunday afternoons for studying (doctoral graduate).

  9. ‘Environment’ • Initially, I wrote paragraphs on file paper before using the computer as I could do that wherever I was. I found working at the dining table using my laptop (I could occasionally look out at the garden while mulling over how to phrase ideas) was most productive. I needed to have time to think so being in a quiet place on my own was best. Once I had a chapter on the computer I preferred to print it out so that I could write amendments on the printed copy (graduate) • Working in my ‘work’ office is not useful as there are other distractions (part-time student)

  10. ‘Tools’ • I made lots of notes from my reading in A4 notebooks and then I wrote keywords in the margin against each note. This was really useful when organising work into chapters….I used to carry an A5 notebook with me and make notes as ideas occurred to me (graduate) • The time spent with the project supervisor is a vital part of the writing process as I am able to confirm my ideas before putting them down in writing, to avoid going in the wrong direction (1st year part-time doctoral student)

  11. ‘Writing production’ • I tried to have an evening off each week but found that I needed to write most days. Before I started my dissertation I planned the structure and rough chapter titles…I wrote the introduction, methodology and literature review early and then amended them as the dissertation developed (graduate) • I create a draft and then leave it for a day or so, then go back with a fresh mind and reread for flow and errors. I then ask family to read through for clarity and general errors. My assumption is that if someone with no real prior knowledge of the subject can read and understand the paper then I must have articulated and explained ideas fairly well! (part-time doctoral student)

  12. Some final thoughts: • Interim analyses illustrate the following trends: • The importance of the student (personal characteristics) • A quiet environment needed for writing up • Various tools to catch ideas when they come • Interviews are being carried out across schools in the coming months • References and further information: available on request at o.odena@herts.ac.uk

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