‘These kids can't write abstracts’: reflections on a postgraduate writing and publishing workshop

Abstract

There has been a lack of attention given -in both academic literature and in research training -to providing graduate students with the necessary knowledge and skills to write for publication. The aim of this article is to explore our experiences of participating in a three-day residential postgraduate writing and publishing workshop that was designed to address skills provision in these terms. We reflect upon three specific issues in particular: demystifying the writing and publishing process, being mentored in a multidisciplinary context, and the politics and practices of co-authorship. The benefits of our participation in this workshop included increased confidence in writing, gaining the tools for navigating the publishing process, and personal and professional development as writers and scholars. We conclude by proposing that residential writing and publishing workshops might usefully be made available to a broader range of graduate students. ConclusionsParticipating in this multidisciplinary writing and publishing workshop was very positive and encouraging for 'These kids can't write abstracts' 467 'These kids can't write abstracts' 469

Dual Reflections on Teaching and Learning of Autoethnography: Preparing Doctoral Students Authentically for a Career in the Academy

“…As a professor/instructor in a college of education within a research institution, I, the first author, agree with Burgoine et al (2011), who seemed to have captured authentically a popular view among graduate students about academic writing: 1) that some people simply write well and others do not, and 2) that it is a private, solitary, and somewhat mysterious practice. Thus, in order to make the assignment authentic to students' academic socialization, I presented two refereed journals for students to choose from.…”

“…2011;Shulman & Silver, 2005). Burgoine et al (2011) also note that: "… writing for publication by graduate research students in the humanities and social sciences is almost untouched in higher education, discipline-based and academic-writing research literatures" (p. 463/464). Doctoral programs across various social science disciplines may not be providing students with the types of authentic practices and experiences they need to secure and establish their academic careers.…”

“…Doctoral programs across various social science disciplines may not be providing students with the types of authentic practices and experiences they need to secure and establish their academic careers. Thus, we join Burgoine et al (2011) and other scholars (e.g., Adler & Adler, 2005;Burgoine et al, 2011;Wellington, 2010) who call for the explicit socialization of doctoral students to begin early, and to be extended throughout graduate coursework. We believe that early authentic adoption of professional writing and revising practices may advance this agenda.…”

“…I, the doctoral student (second author) viewed the apprenticeship as an opportunity into the process of academic co-authoring. Much like Burgoine et al (2011), I viewed the potential publication of this collaborative piece as the "cherry on the pie." We both sought to share our storied experiences and reflections with a wider academic audience in the hope that it would be useful, if not insightful, exercise for faculty and graduate students.…”

“…The two major written assignments were: 1) a short concept paper, in which students were asked to convey their developmental grasp of what constituted autoethnography, due approximately by mid-semester; 2) a final autoethnographic manuscript, which students began to compose very early on in the course (Ellis, 2004). Much like the intensive writing-forpublication workshop described by Burgoine et al (2011), students brought to our weekly class meetings their on-going drafts (different sections of their autoethnographies) for in-class peer-review sessions, which occurred in dyads. The goal of these weekly peer-review sessions, other than providing advice on style, language, formatting, content and suggestions for additional sources, was to elicit peers' gut reactions.…”