Transcript Slide 1
Writing for Publication
Health Sciences
Íde O’Sullivan
Regional Writing Centre at UL
www.ul.ie/rwc
Outline
Developing an academic writing and
research output plan
Developing an effective research and
writing strategy
Establishing peer relationships to support
scholarship
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Reflection: Understanding academic
writing
Writers’ relationships with academic
writing
Writing likes and dislikes
Positive/creative aspects of academic writing
Struggles and fears
Paradoxes and contradictions
Barriers to effective and pleasurable
writing
The meaning and purpose of academic
writing and research
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The paradoxes of academic writing
(Murray and Moore 2006:7)
The starting versus finishing paradox
The originality versus convention
paradox
The logic versus emotion paradox
The easy versus difficult paradox
The public versus private paradox
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Developing an academic
writing and research
output plan
Freewriting/Writing to prompts
What writing for publication have you
done, and what would you like to do in the
short, medium and long term?
Keep writing non-stop for 5 minutes.
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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The Writing Consultation (Murray,
Thow, Moore, and Murphy 2008)
Potential
Prioritise academic writing
Stimulate writing practices
Stimulate motivation
Create time for writing
Reconceptualise writing practices
Foster change in writing practices
Encourage peer support and collegiality
Enhance writers’ motivation
Developing an effective
research and writing
strategy
My process: Strategies
Cognitive
Strategies
Metacognitive
Strategies
Assessing my
research/writing
process
Affective
Strategies
Social
Strategies
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Effective research and writing
Writing would be so much better for me if
…
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Writing strategies
Where and when do you write?
How long does it take you to get started?
What kind of avoidance tactics go on?
Why are you not writing?
Write about why you are having difficulty
making advances in your paper
“I don’t feel ready to write.”
Writers’ block
…
Why write about why you are having
difficulty?
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Writing strategies
Getting unstuck
Writing to prompts/freewriting (write anything)
Set writing goals
Write regularly
Integrate writing into your thinking
Break it down into a manageable process
Don’t allow yourself to freeze up. When you are
feeling overwhelmed…
Satisfy yourself with small advances until you
feel more confident and unstuck.
Seek help. Talk to friends. Talk about how you
feel, but talk about your ideas as well.
Eat lots of chocolate.
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Sharing strategies
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Getting started
Choose one of your short-term writing
plans
Lay an egg… (Phil Race)
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Writing an abstract
Brown’s 8 questions (Murray 2005:108114)
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
1.
2.
3.
4.
5.
6.
7.
8.
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)
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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 ?
Late: to focus thinking as you draft
conclusion and revise your introduction
(Murray 2006: 105)
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Writing a ‘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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Establishing peer
relationships to support
scholarship
Academic Literacy
“ […] literacy is seen as a social
practice rather than a set of
cognitive skills to be learnt and
assimilated. This approach takes
account of the cultural and
contextual components of writing
and research practices” (Lea and
Street 1996:2).
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Peer review
Dialogue about writing
Getting feedback on writing
The “writing sandwich” (Murray
2005:85): writing, talking, writing
Writing “buddies” (Murray and Moore
2006:102)
“The Writing Consultation” (Murray,
Thow, Moore and Murphy 2008)
Writers’ groups
Writers’ retreats
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Avenues to explore
A writing for publication programme
(Murray and Moore 2006 96-101)?
Resources
Moore, S. (ed.) (2009) Supporting Academic Writing Among Students and
Academics, SEDA Special (24). London: SEDA.
Brown, R. (1994/1995) ‘Write Right First Time’, Literati Club, Articles on Writing
and Publishing, Special Issue for Authors and Editors.
Elbow, P. (1973) Writing without Teachers. New York: Oxford University Press.
Lea, M. and Street, B. (1996) ‘Academic literacies, Learning Matters, 3: 2-4.
Leedy, P.D. and Ormond, J.E. (2005) Practical Research: Planning and Design,
8th edition. New Jersey: Pearson Education.
Ballenger, B. (2006) The Curious Researcher: A Guide to Writing Research
Papers, 5th edition. New York: Pearson Longman.
Ebest, S.B., Alred, G., Brusaw, C.T. and Oliu, W.E. (2005) Writing from A to Z:
The Easy-to-use Reference Handbook, 5th edition. New York: McGraw-Hill.
Moore, S. (ed.) (2008) Supporting Academic Writing Among Students and
Academics, SEDA Special (24).
Moore, S. and Murphy, M. (2005) How to be a Student: 100 Great Ideas and
Practical Hints for Students Everywhere. UK: Open University Press.
Murray, R. (2005) Writing for Academic Journals. UK: Open University Press.
Murray, R. (2006) How to Write a Thesis, 2nd edition. UK: Open University
Press.
Murray, R. and Moore, S. (2006) The Handbook of Academic Writing: A Fresh
Approach. UK: Open University Press.
Murray, R., Thow, M., Moore, S. and Murphy, M. (2008) ‘The writing consultation:
developing academic writing practices‘, Journal of Further and Higher Education, vol. 32(2):
119-128.
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