Research Opportunities: Incorporating Academic Exploration Into Your Degree Strategy – In the past few months, before the publication of my book, I used this space to share short pieces. Now the book is out! If you want a copy, you can order it from the University of Michigan website (or other popular places to order books!). If you haven’t decided that this book would be a good addition to your library, here’s a quick summary.
Because I believe that graduate students can revise their knowledge of academic writing. We all know that writing is at the heart of the educational business. It is how we speak and how we are evaluated. The combination can be brutal for any writer, and it is especially difficult for graduate writers, who must learn how to write a discipline while being judged on their first attempt. Recognizing these problems is important; graduate students are better at realizing that their problems with academic writing are completely legitimate. This recognition, however, is only the first step. The next step should be to find ways to solve those problems.
Research Opportunities: Incorporating Academic Exploration Into Your Degree Strategy
Which I think might help. (The table of contents can be found below, so you can see the arrangement of this issue.) The
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Pointing out how to think about academic writing. Since writing takes a lot of time and effort, it is necessary to examine the basic ideas that can establish the habit of writing: writing as thinking; writing as a review; write as the reader knows; writing as a burden of authority. Those principles lead to concrete
Which can change the experience of creating and revising an academic text. The heart of this book is five chapters that outline these ways of working with text: management structure; rule sentences; correcting punctuation marks; energy management; and creating a review process. The final aspect of the book is the editorial review
. Even with strong academic writing practices and a wealth of helpful tips to offer, we all still need to find ways to get writing done. Graduate writers, in particular, need exposure to creative writing that is grounded in their unique knowledge of academic writing. This chapter offers a variety of ways to help build consistent and sustainable writing practices: prioritizing writing; setting goals; community search; develop writing skills; and to develop writing skills.
This book is short (only 226 pages!) for self-study. You can read the entire book—in whatever way works for you—and then use it as a reference. The way you return to the book will depend on what you want to focus on right now. Most readers will benefit from returning to two chapters: Developing a Revision System (Chapter Eight) and Developing Continuous Writing Habits (Chapter Nine). Those chapters are organized according to the charts that are distributed throughout the chapter (and also appear in the back of the book). Since every writer has their own problems and their own writing style, I encourage readers to take the charts and modify them – always – to suit their needs. In addition to the charts, you will also find other resources at the end of the book: guides for using the book in a graduate writing course or a graduate writing group and a brief history of the blogs and books I recommend most to graduate writers.
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Overall, this book aims to encourage graduate writers to think differently about the writing style and also provides concrete ways to improve both their writing and their writing style. It was a labor of love to craft the writing instruction I deliver every day—here and in the classroom—into a cohesive and timeless format. I hope it gives you the ability to approach this important part of academic life with confidence and a lot of fun. I look forward to hearing what you think!
Success as a Graduate Author is now available from the University of Michigan Press. To order your copy, visit the book page. Order online and save 30% with code UMS23!
If you are a regular reader of this blog, you will know that I have spent the last few years working on a book about graduate writing. The process is now coming to an end:
Will be released in June! From now on, I will use this space to share short articles. In addition to my discussion of the principles, strategies, and practices of good academic writing, the book contains short ‘asides’ that allowed me to deal with topics outside of that main outline. Over the next four months, I will share what I like about these asides. As always, I’d love to hear what you think!
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It is difficult to talk about meeting the expectations of readers as a graduate writer without interfering with the consequences of prioritizing expectations. Instead of conforming to expectations that feel connected to traditional and unequal systems, some graduate writers may wish to write differently, in ways that meet or disrupt the norms of conventional communication. Rejecting that can take many forms: normalizing World Englishes; rejecting white supremacy in language; understanding subjectivity in research assumptions; drawing on Indigenous research epistemologies; integrating multimodal research into doctoral studies. Any of those tests can easily be compromised by repeating the process of a doctor’s education. And writing in a way that wants to conform to existing academic standards can be frustrating; making changes to that behavior is important to why some people do graduate work. As a result, some writers may choose to minimize those features during graduate work. It is important to note that some writers may share serious commitments while they are not interested in challenging existing practices. Although they wish for change to happen, these authors may feel that their academic work has already been misjudged or that it is not their role to change academic writing. Also, some writers in this situation may feel more difficult to access the hidden curriculum that others seem to take for granted. Given this kind of thinking and pressure, I think there is value in organizing established conventions in a way that leaves the author the freedom to choose their own path. Indeed, working around culture—or making culture work for you—is much easier when those structures are well understood. I don’t want the ideas in this book to be an obstacle to writing in ways that support the work that feels urgent to you; on the contrary, I hope they can be transferred to the academic profession the job you want to do in the way you want to do it.
Will be available in early June from the University of Michigan Press. To start ordering your copy, visit the book’s page. Order online and save 30% with code UMS23!
Me: I think the word/sentence/sentence can be removed. Author: No, that point is important. Me: Well…but as it’s shown here, it doesn’t seem that important. Author: How could it not be important? This idea is essential to my entire project! Me: But you haven’t taken the time to show that importance. If the reader wants to know, you have to say more.
This principle—say less or say more—can be helpful when deciding the level of detail needed in your writing. When faced with a sentence you are unsure of, first ask yourself if all the information is relevant. If you decide that everything should stay, ask yourself the second question: Have you talked enough about it? Given all the length restrictions at play in academic writing, writers often try to do too much without the space to get it all right. Because you personally know that something is important, you can choose to include it even though you can’t click into defining that value. As a writer, you may feel better if you include at least a
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As soon as the writing process begins as you can handle it, I always recommend creating a document-specific draft sheet. A style sheet is nothing more than a record of your decisions, designed for the purpose of consistent size. The easiest way to create a journal is to pay attention to the decisions you make as you travel
. You may have thought that the choice was obvious or that the issue was trivial; however, if you had to pause to make a writing-related decision, write it down in your style sheet. This process will be different for each author and each project. If you are writing a thesis, you may be working from a given template which will help reduce the selection process. If you are using a citation manager, you can be spared much concern about citation format. But you’ll still be making many decisions as you write, so why not maximize efficiency by making those decisions just once? Another reason why we fail to take this simple step is that we assume—at that moment of decision—that we will remember our decision. In fact, we often remember we made a decision without being able to remember what the decision really was. Have you decided?
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