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So I tried to construct an argument which said X is a current interdisciplinary scholarly concern and Z is current education policy. These seem to be much the same thing. But our research says A theorised through Y (the point). A through Y (the point) not only suggests that X and Z are different, but that both X ( interdisciplinary scholarly concern) and Z (current education policy) leave a bit to be desired.
Now I am sure that you can see, as I spell this out, that this is just way too much to put in a paper. It’s too complicated. It might in fact be the basis of a book if I added few more strands. It’s certainly not a simple paper.
- What is the ratio of citation (1)=writer steers to citation 2)=writer reports?
- Is the balance of citation approaches appropriate to the work of the text – is this a more general interpretation or are the citations highly sigificant and specific to the work at hand?
- Are all of those citation(2)=writer reports necessary?
- How many of them can be changed to citation (1)=writer steers without losing meaning?
- Does changing from citation (2)=writer reports to citation (1)=writer steers make the text read more easily (flow) and read authoritatively?
Typically, in a dedicated literatures chapter which uses the inverted pyramid structure – it starts with a broader examination of themes in the literature and works through to literatures that are most germane to the research being presented – the balance of citation approaches changes. When the writer is writing more generally about the field and major themes, then citation(1)=writer steers dominates. However, when the writer gets to the texts that are most important for their own work that follows, there is a much greater use of citation(2)=writer reports. The authors of the literatures most significant to the author’s own work do get to feature in the text. But even here, where they are named and their work reported, there is still likely to be an overall strong interpretative steer as writers explain what it is about particular scholar and their work that is important to their own endeavours.
Like this:
I rarely hear this question asked. It is an even more interesting proposition than thinking about desirable elements. I haven’t seen delight given a lot of space in academic writing literatures or writing advice. I haven’t done this myself, largely because I think that it is important to focus on the bottom line of required elements and anti-features. However, exciting the examiner might be, well, exciting to consider.
The first of these citation approaches, steering, communicates an authoritative approach to the literatures. The second reporting does not. The difference is important. When supervisors say in their feedback, “Where are you in the text?” they usually mean that one of the problems you need to address is citation – you need to get more of citation(1)=writer steers.
One simple revision strategy then is to look at citation approaches and to see how choices between steering and reporting might affect the authority of the writing.
A thesis needs a defined focus, clear question(s) or hypothesis, sound knowledge of scholarly and other relevant literatures, a robust research design, evidence that the research has been conducted thoroughly and ethically, a clear argument and organisation, a clean text with accurate referencing, and an explicit contribution.
The strategies focus on ways to improve each of the areas of these essays that have been reviewed throughout this entire unit
I pull up the Revising and Editing Powerpoint on the Smartboard. I go through each slide as students follow along. They may not directly work on these strategies today but they are at least aware of these tools.
The main part of the lesson serves as a review of different revision and editing strategies that students have encountered over the years, and in my class specifically. Revision is one of the most important steps of the writing process and it is important that students know these skills an strategies so they can effectively improve their writing. Students are armed with the various tools to write an effective DBQ with the hope that they will be able to use them on their own. This part of the lesson isn't so much of direct instruction but guided instruction as I show students various ways to revise and edit their document based questions essays when needed. They will spend time outside of school to work on their essays. Once they do that, they have these strategies to revise their essays on their own.
- Introductions and Conclusions
- Body Paragraphs with analysis
- Word Choice and Sentence Structure
Reading Time
Each day, I begin my ELA class with Reading Time. This is a time for students to access a range of texts. I use this time to conference with students, collect data on class patterns and trends with independent reading and to provide individualized support.
Gradual release can be incredibly scary as a teacher. I always wonder if students are able to do this work independently. I also know that if they do, the reward is great and that is why I do this in this lesson. The students are usually motivated because they are the one's making the decisions and the teacher is not. Middle schoolers love doing things on their own and when they can work on their own, they are happy.
The writer/maker now, Murray suggests, moves closer and closer to the text. “Each sentence, each line, each clause, each phrase, each word, each mark of punctuation, each section of white space between the type has to contribute to the clarification of meaning”, he says. Every change has to be checked, he suggests, to ensure that it adds to the meaning – not detract or obscure. Murray sees this as an enjoyable stage of revising – new meanings appear unexpectedly, as writers “rub words against each other” and as the potential multiple meanings of individual words come into play.
If you have more playful ideas for viva preparation do add them in the comments.
And then I had a choice. As I couldn’t use the analysis twice, which paper did I really want to write? One for an interdisciplinary audience? Or one for my own field? Which was more important? What might add most to current thinking? Who did I really want to read the paper? In the end, the paper is about Z (education policy). I want people in my field to have this paper – and I hope it might add to the conversations about policy Z.
I hope you can see that the citation(1)=writer steers paragraph reads more easily as the writers of cited works don’t get in the way. It reads more authoritatively than the citation(2)=writer reports. Now multiply that paragraph by a lot, by several pages, and you start to see that a text which is dominated by the subservient citation(2)=writer reports will read less persuasively than a text which has a more balanced citation mix.
required, desirable and delightful elements of academic writing
The writer works on making sure that the text is written with authority, that their critical, evaluative, individual stamp is marked on the text. Does the text feel and sound like it’s you as the writer?
Authoritative. You can see the words author and authority contained within authoritative – and this is no accident as the threesome have the same origins. An authority is a knowledgeable person or source whose word is trustworthy, reliable, dependable, valid, sound, well-founded. An author is the one who writes confidently about what they know.
Here is an example which shows what happens when you shift from citation(2)=writer reports to citation(1)=writer steers.
Each day, I begin my ELA class with Reading Time. This is a time for students to access a range of texts. I use this time to conference with students, collect data on class patterns and trends with independent reading and to provide individualized support.
- Introductions and Conclusions
- Body Paragraphs with analysis
- Word Choice and Sentence Structure
The strategies focus on ways to improve each of the areas of these essays that have been reviewed throughout this entire unit
I pull up the Revising and Editing Powerpoint on the Smartboard. I go through each slide as students follow along. They may not directly work on these strategies today but they are at least aware of these tools.
Objective
The main part of the lesson serves as a review of different revision and editing strategies that students have encountered over the years, and in my class specifically. Revision is one of the most important steps of the writing process and it is important that students know these skills an strategies so they can effectively improve their writing. Students are armed with the various tools to write an effective DBQ with the hope that they will be able to use them on their own. This part of the lesson isn't so much of direct instruction but guided instruction as I show students various ways to revise and edit their document based questions essays when needed. They will spend time outside of school to work on their essays. Once they do that, they have these strategies to revise their essays on their own.
Gradual release can be incredibly scary as a teacher. I always wonder if students are able to do this work independently. I also know that if they do, the reward is great and that is why I do this in this lesson. The students are usually motivated because they are the one's making the decisions and the teacher is not. Middle schoolers love doing things on their own and when they can work on their own, they are happy.