Researching Academic Writing within a Structured Programme: Insights and outcomes

Morss, Kate; Murray, Rowena

doi:10.1080/03075070020030706

Cited by 77 publications

(57 citation statements)

References 10 publications

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“…Mullen (2001) discusses the problematic lack of writing skill development in postgraduate writers (particularly master's degree candidates), and calls for the absolute necessity of writing instruction at the postgraduate level. Morss and Murray (2001) demonstrate that, even for seasoned professional academic writers, structured writing support facilitates writer development and writing output in a way that solitude cannot.…”

Section: Background: Writers' Groups For Academic Writersmentioning

confidence: 99%

A Writer Development Group for Master’s Students: Procedures and Benefits

Haas

2011

JOAW

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This paper outlines the procedures used in, and evaluates the success of, a pilot writers' group for MA-level academic writers. After some background on writers' groups is provided, the activities used in a pilot Writer Development (WD) Workshop, along with the rationale behind the activities, will be described. The usefulness of the activities will then be evaluated from the viewpoint of the studentwriters. Results indicate that along with social and affective benefits, the members perceived academic merit in being involved in the group. Most members experienced, at the very least, a heightened awareness of individual writing processes, and of feedback practices and preferences. The activities in the workshops seemed to help the members develop themselves as writers, and an improvement in the quality of written product was perceived by the writers themselves.

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Section: Background: Writers' Groups For Academic Writersmentioning

confidence: 99%

A Writer Development Group for Master’s Students: Procedures and Benefits

Haas

2011

JOAW

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“…While programmes are starting to be set up to support certain kinds of writing, particularly writing for scholarly publication (e.g. Morss and Murray 2001), and people are experimenting with other kinds of support such as semi-formalised academic writing groups (Wardale et al 2015), much of the learning which academics engage in happens in an informal way, as they collaborate with other people on particular projects, learning as they go along. Studies such as Nygaard's investigation into the productivity of Norwegian academics (2017) have found that academic writing is a site of negotiation (Street 2003;Trede, Macklin, and Bridges 2012) in which collaborative learning plays an important role.…”

Section: Diversity Change and Learning In Academics' Writingmentioning

confidence: 99%

The role of networked learning in academics’ writing

McCulloch

Tusting²,

Hamilton³

2017

Research in Learning Technology

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This article explores academics' writing practices, focusing on the ways in which they use digital platforms in their processes of collaborative learning. It draws on interview data from a research project that has involved working closely with academics across different disciplines and institutions to explore their writing practices, understanding academic literacies as situated social practices. The article outlines the characteristics of academics' ongoing professional learning, demonstrating the importance of collaborations on specific projects in generating learning in relation to using digital platforms and for sharing and collaborating on scholarly writing. A very wide range of digital platforms have been identified by these academics, enabling new kinds of collaboration across time and space on writing and research; but challenges around online learning are also identified, particularly the dangers of engaging in learning in public, the pressures of 'always-on'-ness and the different values systems around publishing in different forums.

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“…At the risk of stating the obvious, publishing, frequently and in the right places, remains a priority for academics whether early career or established (Dankoski et al 2012;McGrail, Rickard and Jones 2006;Morss and Murray 2001). Promotion, confirmation or tenure, and access to research or grant funding are tightly linked to research publication productivity.…”

Section: Introductionmentioning

confidence: 99%

Pedagogy of peers: Cultivating writing retreats as communities of academic writing practice

Benvenuti

2017

SAJHE

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Pressure related to research publication output continues, heightened by growing numbers of early career academics. Writing retreats, designed around the pedagogy of community of practice, have potential to initiate early career academics into core academic practices including peer review, and draw them into the community of 'academics as writers'. However, a series of four semi-structured writing retreats based on this pedagogy revealed that supporting novice writers' trajectory of progress from peripheral through to expert participation is challenging. Careful attention must be paid to balancing the design of the retreat, the 'construction' of the retreat community of practice and the engagement of participants on retreat. Skilfully managed, these writing retreats can support academic writing development, and deliver benefits to academics, from novice to established, that include enhanced research publication output, strengthened academic identity as writers and a motivated community of practice extending beyond the writing retreats.

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Researching Academic Writing within a Structured Programme: Insights and outcomes

Cited by 77 publications

References 10 publications

A Writer Development Group for Master’s Students: Procedures and Benefits

A Writer Development Group for Master’s Students: Procedures and Benefits

The role of networked learning in academics’ writing

Pedagogy of peers: Cultivating writing retreats as communities of academic writing practice

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