scholarly journals Improving together: better science writing through peer learning

2016 ◽  
Author(s):  
M. A. Stiller-Reeve ◽  
C. Heuzé ◽  
W. T. Ball ◽  
R. H. White ◽  
G. Messori ◽  
...  
Keyword(s):  
Communication Skills ◽  
Time Management ◽  
Peer Learning ◽  
Scientific Writing ◽  
Early Career ◽  
Science Writing ◽  
Writing Groups ◽  
Disciplinary Boundaries ◽  
Writing Group ◽  
Group Members

Abstract. Science, in our case climate- and geo-science, is increasingly interdisciplinary. Scientists must therefore communicate across disciplinary boundaries. For this communication to be successful, scientists must write clearly and concisely, yet, the historically poor standard of scientific writing does not seem to be improving. Scientific writing must improve and the key to long-term improvement of scientific writing lies with the Early Career Scientist (ECS). Many interventions exist for an ECS to improve their writing, like style guides and courses. However, momentum is often difficult to maintain after these interventions are completed. Continuity is key to improving writing. This paper introduces the ClimateSnack project, which aims to motivate ECS's to develop and continue to improve their writing and communication skills. The project adopts a peer-learning framework where ECS's voluntarily form writing groups at different institute s around the world. The group members learn, discuss and improve their writing skills together. Several ClimateSnack writing groups have been formed. This paper examines why some of the groups have flourished and others have dissolved. We identify the challenges involved in making a writing group successful and effective, notably the leadership of self organized groups, and both individual and institutional time management. Within some of the groups, peer learning clearly offered a powerful tool to improve writing as well as bringing other benefits, including improved general communication skills and increased confidence.

scholarly journals Improving together: better science writing through peer learning

2016 ◽  
Vol 20 (7) ◽  
pp. 2965-2973 ◽  
Author(s):  
Mathew A. Stiller-Reeve ◽  
Céline Heuzé ◽  
William T. Ball ◽  
Rachel H. White ◽  
Gabriele Messori ◽  
...  
Keyword(s):  
Communication Skills ◽  
Time Management ◽  
Peer Learning ◽  
Scientific Writing ◽  
Early Career ◽  
Science Writing ◽  
Writing Groups ◽  
Disciplinary Boundaries ◽  
Writing Group ◽  
Group Members

Abstract. Science, in our case the climate and geosciences, is increasingly interdisciplinary. Scientists must therefore communicate across disciplinary boundaries. For this communication to be successful, scientists must write clearly and concisely, yet the historically poor standard of scientific writing does not seem to be improving. Scientific writing must improve, and the key to long-term improvement lies with the early-career scientist (ECS). Many interventions exist for an ECS to improve their writing, like style guides and courses. However, momentum is often difficult to maintain after these interventions are completed. Continuity is key to improving writing. This paper introduces the ClimateSnack project, which aims to motivate ECSs to develop and continue to improve their writing and communication skills. The project adopts a peer-learning framework where ECSs voluntarily form writing groups at different institutes around the world. The group members learn, discuss, and improve their writing skills together. Several ClimateSnack writing groups have formed. This paper examines why some of the groups have flourished and others have dissolved. We identify the challenges involved in making a writing group successful and effective, notably the leadership of self-organized groups, and both individual and institutional time management. Within some of the groups, peer learning clearly offers a powerful tool to improve writing as well as bringing other benefits, including improved general communication skills and increased confidence.

Another Voice in the Room: Negotiating Authority in Multidisciplinary Writing Groups

2021 ◽  
pp. 074108832098654
Author(s):  
Sara Wilder
Keyword(s):  
Empirical Research ◽  
Writing Groups ◽  
Student Writers ◽  
Writing Group ◽  
Dissertation Writing ◽  
Group I ◽  
Writing Problems ◽  
Disciplinary Expertise ◽  
Group Members ◽  
Undergraduate Thesis

Scholarship has shown that writing groups are important sites of authority negotiation for student writers, yet little empirical research has examined how groups negotiate authority through conversation or how these negotiations influence students’ developing expertise. Drawing on observations and interviews of an undergraduate thesis and a graduate dissertation writing group, I use the concept of “presentification” to analyze conversational moments in which group members referenced advisors, “making present” advisor authority to influence group collaborations. Specifically, I analyze these moments to show how writing groups can serve as low-stakes communities in which students negotiate their emerging sense of authority. I found that whereas less experienced writers looked to advisors to solve writing problems and used advisor authority to stand in for disciplinary expertise, more experienced writers voiced advisor guidance to help pose writing problems and negotiate their own stance as disciplinary experts. This study thus theorizes one process through which student writers negotiate emerging authority across sites of literate practice and in collaboration with others who may not themselves be members of the same disciplinary community.

scholarly journals ESTABLISHING A COOPERATIVE WRITING GROUP AMONG TEACHER EDUCATORS: POSSIBILITIES AND CHALLENGES

2012 ◽  
Vol 43 (1) ◽  
pp. 119-130
Author(s):  
Tuija A. Turunen ◽  
Raimo Kaasila ◽  
Anneli Lauriala
Keyword(s):  
Social Comparison ◽  
Academic Writing ◽  
Teacher Educators ◽  
The Other ◽  
Writing Groups ◽  
Cooperative Research ◽  
Group Mentoring ◽  
Writing Group ◽  
Potential Benefits ◽  
Group Members

Getting published has become important in academia and also among teacher educators. The purpose of this paper is to investigate potential benefits and challenges when establishing an academic writing group among Finnish teacher educators. The three authors of this paper applied an autoethnographic approach to study the starting points of the writing group. In the group, mentoring and social support were used to share experiences and knowledge about academic writing. Relationships and contributions from all participants were emphasised. Each member was considered equal to the other members. The study demonstrated that writing for international academic audiences was challenging; it was deemed to be both emotionally and intellectually demanding. Many participants described the experiences of tension when allocating time for teaching and writing. Membership in the group provided possibilities for social comparison. The members encouraged self-improvement and allowed other group members to become reflective mirrors. The participants considered their membership in the writing group positively and indicated that it had contributed to their academic writing. On the basis of the project, it is recommended to establish continuing writing groups to promote academic writing and publishing as a central part of teacher educators’ profession. Key words: academic writing, autoethnography, co-mentoring, cooperative learning, cooperative research, researcher’s career, social comparison.

scholarly journals Get a Room! How Writing Groups Aid the Development of Junior Academics’ Writing Practice and Writer Identity

2020 ◽  
Vol 10 (1) ◽  
pp. 59-74
Author(s):  
Jenny Mattsson ◽  
Emma-Karin Brandin ◽  
Ann-Kristin Hult
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Structured Interview ◽  
Writing Groups ◽  
Writer Identity ◽  
Main Research ◽  
Writing Group ◽  
Key Characteristics ◽  
The University ◽  
Writing Practice

The present study revisits writing retreat participants who have spontaneously formed writing groups before or after attending a retreat hosted by the Unit for Academic Language at the University of Gothenburg, Sweden. All in all, 11 doctoral students and 1 post doc were interviewed using a semi-structured interview model. The answers were thematically analysed based on Murray’s (2014) concept of coherence in writing groups as well as parts of Aitchison and Lee’s (2006) key characteristics of writing groups. The two main research questions posed concern (i) whether the informants have changed their writing practice and/or the way they think and feel about writing since joining a writing group, and (ii) whether possible changes have aided the development of their identity as academic writers. Results show that the informants have indeed changed central aspects of their writing practice and that this in turn has positively influenced how they now think and feel about writing. This has to some extent contributed to the informants’ development of their writer identity; however, the present study also sheds light on the fact that more needs to be done at departmental levels across the university to make academic writing visible.

scholarly journals The Writing Workshop: Write More, Write Better, Be Happier in Academia (full text of book)

2021 ◽  
Author(s):  
Barbara Wiseheart Sarnecka
Keyword(s):  
Academic Writing ◽  
Writing Workshop ◽  
Well Being ◽  
Early Career ◽  
New Faculty ◽  
Writing Group ◽  
Self Compassion ◽  
Scholarly Output ◽  
The Difference ◽  
Writing Practice

Research is all about writing, but most PhD programs don’t teach students how to produce the writing needed to get a PhD, publish research, or win fellowships and grants. Plus, the academic environment can feel as cold and harsh as the South Pole. But just as penguins form social huddles to survive the Antarctic winter, researchers can form writing groups to help them learn how to write more, write better and be happier in academia. The Writing Workshop tells you everything you need to know about forming and running a successful writing group, and provides invaluable tips on how to become better at and more comfortable with academic writing. Written by a professor of Cognitive Sciences at the University of California, this friendly guide is aimed at early-career researchers such as PhD students, postdoctoral scholars and new faculty members. Chapter topics include: How to form and run a writing workshop; how to plan research and writing projects over the long (one to five years) medium (ten to fifteen weeks) and short (one week) terms; how to establish and maintain a regular daily(ish) writing practice; how to write a literature review, research article, funding proposal or presentation; and how to revise for clarity at the document, paragraph, sentence and word levels. There are templates to help students set writing goals and log their writing practice, plus in-class exercises to help writers learn to hear the difference between effective and ineffective writing. Running through the book is the theme of well-being, and the idea that creativity comes from self-compassion rather than self-punishment. Writing is not only a way of producing scholarly output, but also a way of thinking, learning and generating new ideas. A regular writing practice grounded in a supportive community is something that every early-career scholar deserves and, with this book, it’s something every early-career scholar can have.

Training Partners for the Long Haul

2020 ◽  
pp. 81-97
Author(s):  
Kymberly Harris ◽  
Dana D. Sparkman ◽  
Cheryl L. Doran
Keyword(s):  
Doctoral Students ◽  
Peer Groups ◽  
Task Completion ◽  
Writing Groups ◽  
Doctoral Candidate ◽  
Group Members ◽  
Doctoral Candidates ◽  
Task Satisfaction ◽  
Dissertation Process

This chapter seeks to provide the background, benefits, and design of writing groups created to aid doctoral candidates in the completion of the dissertation process. Literature will be used to support the rationale for such groups and will outline the structure that can be used to create and support doctoral students in peer groups by their dissertation chair or facilitator. In this chapter, specific guidelines for the creation of the groups and the role of the chair are outlined, and suggestions for remedying dysfunctional groups or group members. While ultimately the doctoral candidate is responsible for the successful completion and defense of his or her own research, peer groups can be instrumental in promoting task completion and task satisfaction.

scholarly journals Revision and Participation Patterns in Grades 5 and 6 Wiki Writing

2016 ◽  
Vol 18 (1) ◽  
pp. 110
Author(s):  
Christine Portier ◽  
Shelley Stagg Peterson
Keyword(s):  
Social Studies ◽  
Writing Groups ◽  
Middle Grade ◽  
Action Research Project ◽  
Word Level ◽  
Willingness To Change ◽  
Working Together ◽  
Group Members ◽  
Group Member

Our study examined middle grade students’ participation in wikis during their two-month social studies unit co-taught by two teachers as part of a larger action research project. Using an analysis of 42 grades 5 and 6 students working together in eight wiki writing groups, we report on the frequency and types of revisions they made to collaboratively-written essays, and the distribution of the workload across group members in each of the wiki groups. Discussion data with 16 students from these wiki groups helps contextualize our analysis.Our findings suggest that given their extended time to write, students revised frequently, making replacements more often than they deleted, added or moved content. Students indicated a willingness to change others’ contributions and to have their own contributions revised by others in order to improve the quality of the essays. The majority of their revisions were at the word level, rather than at sentence, paragraph, and whole-text levels. One student in each group contributed significantly more frequently than any other group member. There were no gender or grade patterns in the frequencies or types of contributions that students made to the wikis.

scholarly journals Communication Ambassadors—an Australian Social Media Initiative to Develop Communication Skills in Early Career Scientists

2018 ◽  
Vol 19 (1) ◽  
Author(s):  
Jack T. H. Wang ◽  
Cheryl J. Power ◽  
Charlene M. Kahler ◽  
Dena Lyras ◽  
Paul R. Young ◽  
...  
Keyword(s):  
Social Media ◽  
Communication Skills ◽  
Early Career

scholarly journals The Employers’ View of “Work-Ready” Graduates: A Study of Advertisements for Marketing Jobs in Australia

2017 ◽  
Vol 39 (2) ◽  
pp. 82-93 ◽  
Author(s):  
Ellen McArthur ◽  
Krzysztof Kubacki ◽  
Bo Pang ◽  
Celeste Alcaraz
Keyword(s):  
Content Analysis ◽  
Communication Skills ◽  
Time Management ◽  
Digital Marketing ◽  
Business Sector ◽  
Management Communication ◽  
Job Advertisements ◽  
Fit For Purpose ◽  
Job Finding

This study of job advertisements extends our understanding of how employers, rather than researchers, describe the specific skills and attributes sought in candidates for employment in graduate marketing roles in Australia. The article presents the findings of a content analysis of 359 marketing job advertisements downloaded in 2016, in two periods 6 months apart, from the dominant job finding website in Australia, seek.com.au. These data offer detailed primary records authored by employers, and set the research apart from most studies, which rely on generic variables imposed by academics, despite the mooted gap between academia and the business sector. The most demanded attributes included motivation, time management, communication skills, and digital marketing experience. This raises questions about the purpose of a degree, and whether marketing curricula are fit for purpose. The article explores these findings and other preconditions for being “work-ready,” and the study contributes to the underdeveloped employability research from Australia.

Sign in / Sign up

Export Citation Format

Share Document