Masters.Writing.Process.2013.ppt

Editor's Notes

• #3: Introduce self and purpose of workshop. Circulate attendance list. Go around group to introduce selves, area of research and stage in thesis writing process. Distribute slides and references. Focus on the process of writing, not content – supervisor best person for that – and several benefits to this. Strategies to use for starting and maintaining writing and we’ll practise some. Thesis is a big project , often long and work independently so need self-management. Also structure and outlining useful for the writing and also to help you visualise thesis but also very important for reader. Three core areas of thesis writing will cover today – writing , goal setting and creating structure strategies Writing activity: What I want to get out of this session is ...
• #4: Based on Rowena Murray’s book, How to Write a Thesis (2002) from research on writing process and experience. Three aspects to the process that need attending: Social aspect: Feedback;discussion with peers, free thinking – helps with the thinking/writing process. Mention idea of writers’ group. Support side of social aspect – not feel alone, motivational Psychological aspect: Motivation – long-term, infrequent rewards Overcoming procrastination Need to monitor, evaluate, regulate self Writing aspect: Primary focus of workshop though refer to other aspects as part of whole Regular, daily = snack writing Long-term, produce quantity, usually at certain points = binge writing Need to do both
• #5: Another book on writing, this one aimed at academic staff (so you’re not alone!) and has some very useful tips. , esp. Around motivational struggles of writing. Paul Silvia argues that writing productively is all about actions and behaviours – these are some of the barriers to being able to write a lot: 1. Don’t ‘find time to write’ but ‘allot’ time to write (p. 12) – key is regular writing routine and there seems to be agreement on this point. We’ll come back to this. 2. Use scheduled time to do related tasks – but bad habits keep from writing also keep from prewriting “Any action that is instrumental in completing a writing project counts as writing” p.19 3. ?? 4. Irrational! Inspiration doesn’t just occur. Nearly all successful writers write regularly Which leads us to self-management (and self-control!!)
• #6: Stages in the writing process. We have to change our desires and wants into constructive, manageable goals and tasks. Can do this as there are various stages in the writing process. Think in terms of targets and outputs. Goals should address Purpose of task Use writing verbs – review, summarise, evaluate, list, define Audience – who is your reader – don’t forget them! Scale and scope Number of workds How long will take Use SMART system for goals. Ex. = Do 5 min. writing practice today at 2pm. Or Define topic in 500 words. Give it 30 min. or Ask via email my supervisor if my topic is focused. Use next slide if applicable. Writing timetable – refer to planning tools (these came from Murray’s website but plenty others available or create own. Hard deadlines = fixed, non-moveable; next week! Soft deadlines = next year; flexible, moveable Create deadlines – drafts to supervisors, meetings with supervisors, meetings with study buddies etc. What is your experience with managing time, project, etc? This relates to creating structure for your thesis as can help you to structure your goals and time. At end of a writing session, describe what you’ll do next – use verbs.
• #7: SMART is a useful framework for goal setting, especially study goals. See Moran (1997), p. 21 for more detail. S = Specific. The more specific the goal the more likely it will be achieved. So instead of telling yourself “I’ll do some statistics tomorrow night” try “I’ll do three problems on pg. 48 Wednesday at 7pm”. It’s a human thing, we tend to do things that are more specific. It’s fairly easy to put off something that is vague. It’s best to write it down but at the minimum start thinking in more specific terms. M = Measurable. This helps you to keep track of your progess (monitoring). So use numbers and times. For example, I will do 3 statistics problems this evening. If you only did 1 you didn’t reach your goal and may need to change approach. Use examples relevant to your discipline. A = Action. A number of action steps which lead you towards your goal. Example: Goal - I want a 2.1 on my essay: I will brainstorm ideas by . . . I will consult 3 primary sources I will . . . Not all study goals will require action steps.   R = Realistic. Study goals need to be achievable given your resources so it is important they are feasible, if necessary check with someone else. Otherwise they may have the opposite effect.   T = Time-based. We tend to use deadlines as a means to create pressure and get the job done. Make realistic commitments or deadlines ahead of schedule.  Specific, measurable and realistic goals tend to lead to better effort and persistence. Make a commitment, I WILL not I’LL TRY. Write it down. We tend to do things we write down as opposed to say we’ll do.  If necessary, build in rewards. Suggested steps include identifying goals, establishing priorities, applying SMART, and then reviewing progress and if necessary revising goals.  
• #8: Stages in the writing process. We have to change our desires and wants into constructive, manageable goals and tasks. Can do this as there are various stages in the writing process. Think in terms of targets and outputs. Goals should address Purpose of task Use writing verbs – review, summarise, evaluate, list, define Audience – who is your reader – don’t forget them! Scale and scope Number of workds How long will take Use SMART system for goals. Ex. = Do 5 min. writing practice today at 2pm. Or Define topic in 500 words. Give it 30 min. or Ask via email my supervisor if my topic is focused. Use next slide if applicable. Writing timetable – refer to planning tools (these came from Murray’s website but plenty others available or create own. Hard deadlines = fixed, non-moveable; next week! Soft deadlines = next year; flexible, moveable Create deadlines – drafts to supervisors, meetings with supervisors, meetings with study buddies etc. What is your experience with managing time, project, etc? This relates to creating structure for your thesis as can help you to structure your goals and time. At end of a writing session, describe what you’ll do next – use verbs.
• #9: Here’s an example of a possible timeline for writing drafts and submitting them to your supervisor. Put estimated dates in the various columns. These will probably change but at least gives you a guide and an objective. And a DEADLINE!
• #10: Milestones.! This is an example of a Gannt chart which comes from project management. For PhD the writing will probably take place over a longer period of time. It also shows that the writing is iterative, e.g. You will come back to the opening sections, you will need to revisit and update your literature review(s), etc. It’s also useful to use a weekly planner where you can list the various tasks and goals you have and when they might be done. Silvia stresses the importance of scheduling your writing (and also writing related tasks). In the attachments there’s an example of a weekly list (xxx) that separates out the various tasks. I like this because it shows you can be doing research AND writing at the same time!! You can create your own tools or use electronic versions. This was done in Excel.
• #11: Stages in the writing process. We have to change our desires and wants into constructive, manageable goals and tasks. Can do this as there are various stages in the writing process. Think in terms of targets and outputs. Goals should address Purpose of task Use writing verbs – review, summarise, evaluate, list, define Audience – who is your reader – don’t forget them! Scale and scope Number of workds How long will take Use SMART system for goals. Ex. = Do 5 min. writing practice today at 2pm. Or Define topic in 500 words. Give it 30 min. or Ask via email my supervisor if my topic is focused. Use next slide if applicable. Writing timetable – refer to planning tools (these came from Murray’s website but plenty others available or create own. Hard deadlines = fixed, non-moveable; next week! Soft deadlines = next year; flexible, moveable Create deadlines – drafts to supervisors, meetings with supervisors, meetings with study buddies etc. What is your experience with managing time, project, etc? This relates to creating structure for your thesis as can help you to structure your goals and time. At end of a writing session, describe what you’ll do next – use verbs.
• #12: Book/Journal: Can get you into the writing habit – 5 mniutes a day Way of keeping track of thoughts, ideas, references – they can occur anytime, anywhere Reflective purpose Other strategies include…cover now.
• #13: These are examples of writing prompts. The activity we did was an example. Purpose is to stimulate writing and generate text. Also helps to reflect on writing practices. First one particularly good for getting a writing session started and put off procrastination Free & loose writing.
• #14: Free writing is more forced – makes you get something down on paper. It is NOT about producing chapters rather to move you forward, to motivate. Helps build confidence and stop procrastination. More – refer to Murray, p. 87 Freewriting vs structured writing – p. 85. Bit of freedom if feel it doesn’t have to be handed into supervisor (give own examples)
• #15: Differs from free writing – More focused Someone else might read it Useful for creating drafts Also for study buddies or writers’ groups Writing activity: Write for 5 minutes on more specific topic with view that this will be read by somebody else. Take a moment to think what you might write about. Perhaps from the freewriting exercise or some suggestions: What will I write about next? All the questions I currentlyhave about my study/research Why I have nothing to write about!
• #16: Combination of writing and talking to stimulate further writing. Social, Psychological & Writing aspects combined Provides feedback. Another example: 5 min. writing – What have I done? 10 min. talking 10 min. writing on next topic in your outline 5 min. talking – define next modest writing sub-goal. Thesis not linear process. Writing to help clarify thinking. Combine freewriting, genrerative and structured writing. Food Metaphor: Snacking = get you going Binging = structured writing Overall daily regimen probably more productive than binges but every writer is different, you must experiment to see what works best for you. What are your experiences?
• #19: Good to start with a summary of what your project is about in terms of initial outline. See next slide on Brown’s questions. Try to create strucutred outline (distribute generic thesis structure). Also good prompts for helping you to start writing these sections. Outline will evolve. Maybe even start with a more visual representation – mind map on poster paper. Try to become more detailed and allocate word count to sections (distribute outline handout). Expand sub-sections and even create sentences. Means can do freewriting in chunks (100 words) to get you started. Writing in layers – to slowly build up. See slide. Also, don’t necessarily have to write linear. Can start say Ch. 3 Methods (what did), come back to literature review (ongoing). Re-write introduction, etc.
• #22: Good to start with a summary of what your project is about in terms of initial outline. See next slide on Brown’s questions. Try to create strucutred outline (distribute generic thesis structure). Also good prompts for helping you to start writing these sections. Outline will evolve. Maybe even start with a more visual representation – mind map on poster paper. Try to become more detailed and allocate word count to sections (distribute outline handout). Expand sub-sections and even create sentences. Means can do freewriting in chunks (100 words) to get you started. Writing in layers – to slowly build up. See slide. Also, don’t necessarily have to write linear. Can start say Ch. 3 Methods (what did), come back to literature review (ongoing). Re-write introduction, etc.
• #23: Can actually open files (hard copy or computer) for each chapter/section – one for draft and one for notes to self. Snack approach. Writing activity: Create an outline for the next section you want to write about.
• #24: Good to start with a summary of what your project is about in terms of initial outline. See next slide on Brown’s questions. Try to create strucutred outline (distribute generic thesis structure). Also good prompts for helping you to start writing these sections. Outline will evolve. Maybe even start with a more visual representation – mind map on poster paper. Try to become more detailed and allocate word count to sections (distribute outline handout). Expand sub-sections and even create sentences. Means can do freewriting in chunks (100 words) to get you started. Writing in layers – to slowly build up. See slide. Also, don’t necessarily have to write linear. Can start say Ch. 3 Methods (what did), come back to literature review (ongoing). Re-write introduction, etc.
• #27: So developing argument is especially important for literature review and discussion. Usually a position is taken and use of evidence and sources to reason and persuade; while also pointing out counter views or arguments Opinion vs Argument? Opinions can form part of an argument if evidence and reasoning supplied “informed opinion” from your critical reading Let’s look at basic components, first simple example: Claim or conclusion statement = specific point of view and interpretation taken 2. Reasons/evidence to support it Argument composed of two kinds of statements
• #28: Of course your arguments are going to be more complex! And have multiple arguments – it is important to recognise and not to be implicit!! Each paragraph should have: A particular point Explanation or elaboration Evidence or examples
• #29: Use the CT model to help you interrogate the text for finding particular content
• #30: This paragraph from a literature review of a thesis is an early draft and needs development
• #34: Problems with writing. P. 162 Problem solving? What issues do you have? In summary: Benefits of snack and binge Get started strategies Structure critical – both for your sake and your readers’ sake Support – necessary!! Finally, what is your writing goal for this week?
• #35: To summarise... Now, back to what you want to get out of session – what is your writing goal for this week?