© University of Reading 2008 www.reading.ac.uk

Academic writing at post-graduate level in English Clare Furneaux, Associate Professor in Applied

Linguistics, University of Reading, UK

English Department, University of Graz 10 November 2014

Seminar

1. Introductions

2. Identification of writing issues in this

context

3. Discussion of what writing is

4. Discussion of what that means for PG

research students

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2. Identification of writing issues in this context

In groups of 3 or 4 discuss the following questions:

1. What do you find easy about writing at this

level?

2. What is challenging?

3. What do you do to overcome the challenges?

Appoint a note-keeper to report back on main points.

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3. Discussion of what writing is

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Writing is a challenge!

a. What is involved in

producing a piece of writing?

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Clear fluent and effective

communication of ideas

SYNTAX: sentence structure, sentence

boundaries, stylistic choice, etc

GRAMMAR: rules for verbs,

agreement, articles,

pronouns, etc

MECHANICS: handwriting,

spelling, punctuation, etc

ORGANISATION: paragraphs, topic

and support, cohesions and

unity

WORD CHOICE: vocabulary, idiom,

tone

PURPOSE: the reason for

writing

AUDIENCE:

the reader/s

THE WRITER’S PROCESS:

generating ideas, getting started, writing drafts,

revising

GENRE: text types

CONTENT: relevance, clarity, originality, logic,

etc

6 Adapted from Raimes (1983)

Focus on: language

Focus on: composing

b. What is “writing”?

Hint:

1. I‘m writing my methodology chapter

right now.

2. There‘s some writing on the board.

3. He‘s writing to his boss to ask for a raise

in pay.

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Writing is a process

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Cyclical model of the writing process

REVIEWING

EVALUATING

FOCUSING

DRAFTING

STRUCTURING

GENERATING IDEAS

9 White and Arndt (1991)

Writing is a product

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Old town of Graz: The Old-Town is the heart and soul of Graz.

Encompassing the city mountain, former fortifications,

charming alleyways, medieval building facades as well as

extraordinary modern architecture, it is a living museum with

a modern twist. Summer and winter, the city is bustling with

activity.

UNESCO experts were so impressed by the interplay of the countless

sights and attractions that they declared the Old Town of Graz to be a

World Cultural Heritage site, worthy of protection for the ages. Graz is

old, to be sure.

Source: http://www.austria.info/us/vacation-in-austria/old-town-of-graz-

1471391.html

Writing is a social/cultural activity

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Writers have to consider:

• Audience

• Purpose

• Genre

• Appropriacy

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Summary: writing is:

• a process

• a product

• a social/cultural activity

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4. Discussion of what that means for PG research students

4.1 Writing as process

What can you do to improve your writing

process?

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Generating ideas – through writing

• "There are a thousand thoughts lying within a

man that he does not know till he takes up a pen

to write." William Makepeace Thackeray

• "Don't get it right, just get it written"

James Thurber

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The importance of drafting/re-drafting:

• "Good writing is bad writing that was rewritten."

Marc Raibert

• "Every now and then go away...for when you

come back to your work your judgment will be

surer." Leonardo da Vinci

• "What is written without effort is, in general, read

without pleasure." Samuel Johnson

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Reviewing:

• "Writing isn't just on the page; it's voices in the

reader's head. Read what you write out loud to

someone—anyone—and you will catch all kinds

of things.” Donna Jo Napoli

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Using your reading: a) read as an apprentice writer:

Word choice

• See how published writers use language for academic

style/tone: ‘In addition’ not ‘What’s more,’

• See how they show their opinions/evaluate other work

(esp. verbs: Jones 2010 shows/argues/claims/implies)

• See how they hedge their claims (it could be argued that

this…; this is probably because…)

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b) Critical reading

Questions to ask while reading:

• In studies using experiments or presenting data, are the

methods and data analysis appropriate and reliable?

• Are the writer's conclusions reasonable in the light of the

evidence presented? What is omitted?

• Do the conclusions reached by the author have other

possible interpretations? What are they?

• How does this chapter/paper relate to the rest of your

course? To other papers you have read? To lectures?

(adapted from Gillett, A, http://www.uefap.com/reading/readfram.htm)

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4.2 Writing as product

What can you do to improve your product?

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Working with feedback: student summary of advice on this document

1- Always introduce the section you are discussing.

2-Do not put website titles in an in-text reference. Instead,

use names of organizations.

3- Define important terms.

4- Consider pedagogical issues.

5-Provide reference with discussion of studies.

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6- Be consistent with chosen/preferred terms.

7- Link studies in the literature.

8- Be aware of sweeping generalization.

9- In discussion of methodology, refer to literature where

possible.

10- Name research study groups properly.

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4.3 Writing as social activity

What questions do you need to ask about

your readers?

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Thinking about your reader:

1. Who will be reading your work?

2. What do they know about your topic?

3. What do they not know about your topic?

4. What is their attitude likely to be?

5. What do they expect in your writing?

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References

• Raimes, A. 1983. Techniques in teaching writing. Oxford:

OUP.

• White, R. & Arndt, V. 1991. Process writing. Essex:

Longman

• Wolcott, H.F. 2001. Writing up qualitative research.

Thousand Islands: Sage.

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Good luck with your academic writing!

c.l.furneaux@reading.ac.uk

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