part time researcher workshop 1 nov
DESCRIPTION
Slides from the NW part-time researcher workshop on 1 November featuring sessions on academic writing styles and getting the best from a part-time supervisor. This workshop was hosted by the University of Chester (Warrington campus) and facilitated by Emma Gillaspy and Moira PeeloTRANSCRIPT
Part-time researcher workshop1 November 2011
About us
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ProgrammeTime Activity 10:00 Welcome 10:05 Part-time success stories 10:15 Getting to know you & objective setting
10.40 The ethos and process of part-time research 11.30 Academic writing styles13.40 Introduction to the afternoon
13.45 Getting the best from a part-time supervisor15.25 Objectives review
15.40 Action planning 15.50 Questions
11:15-11:30
15:15-15:25 13:00-13:4016:00
Success stories
Breaking the ice...
Begin with the end in mind
LEARN
PRACTICEPASS ON
Ethos and process
What is part-time research?
What issues must you consider?
How do you succeed?
How do you determine quality?
How do you join the research community?
Others?
Academic writing styles
- adapted for use by Moira Peelo 1.11.11
Workshop objectives
Discuss the general aspects of academic writing and the structure of an argument
Consider the accessibility and readability of academic writing
Develop a text analysis strategy for theses in your discipline in order to influence your own writing
11.30-12.00
Discuss the general aspects of academic writing and the structure of an argument
In general?
In your subject area?
(are these one and the same?)
1 What makes academic writing good? (Briefly, come up with lists in groups c. 4 people – 10 minutes)
Some thoughts about good academic writing to add to your own…
Content
original, sound research, timely, valuable, justifiable, replicable
Selection
(WHAT is included, and in how much detail.) Focused, in sufficient detail that someone else could replicate
Organisation
logical, following a conventional pattern for article or thesis
Presentation
appropriate writing style, choices of words and phrases. Grammar, punctuation, spelling. Visually: does it look good on the page? Typography, layout, clear diagrams
Areas to question when analysing structure of journal articles, theses and dissertations
Content – nature of research & its contribution
Selection of material - focus, detail
Organisation/ structure – what is conventional in your area?
Presentation -language use – visual appearance
Data
SinceSince
On account of
Warrant
Qualifier Claim/conclusionSo,
Backing
,
Unless
Rebuttal
From Toulmin, S. (1958, updated 2003) ‛The Uses of Argument’, Cambridge, Cambridge University Press.
2. Structure of an argument
Michelle was born in Northern Ireland
presumablySo, ,Michelle is a British subject
Since
On account of
A person born in NI will be a British subject
The following statutes and legal provisions…
Unless
Both her parents were born in Eire, or she has become an Irish citizen
Data Michelle was born in Northern Ireland
Question to be discussed - Is Michelle Irish?
12.00-12.30
Consider the accessibility and readability of academic writing
‘Read a lot’
The best way to learn about writing is through reading – as much as you can
But academic reading brings its own challenges that can make this simple advice hard to follow
Especially for part-time students, for whom time is limited
So, before thinking about how to analyse academic writing as a way of supporting our own writing – let’s think about some reading challenges.
Making sense of academic reading (work in groups c. 4 for 15 minutes)
Spend 5 minutes listing what makes academic reading difficult for you
Spend 5 minutes listing what makes academic reading easy for you
Agree 1 reading strategy that helps academic reading – write it on the flip chart paper provided so that we can share the advice
Translation versus evaluation
Sometimes it is possible to spend so long trying to fathom the meaning of text that we forget about the central place of criticality in academic reading at doctoral level.
Criticality is not about picking and fault-finding for the sake of it – instead, it is about evaluating the worth of the evidence and analysis provided for solving the specific problem you have set.
Be critical in your questions…Have some questions ready whenever you read
other people’s work, e.g. –
What’s the problem being addressed?
Why does it matter?
What’s the central argument/message?
What evidence is presented?
Does it persuade you?
12.30-1.00
Develop a text analysis strategy for theses in your discipline in order to influence your own writing
Understanding disciplinarity
It is part of your development as a researcher to:
Analyse and understand the variations
Be aware of flexibility
Balance them with your preferred style
Analysing style
In groups develop a template for analysing texts in your disciplines
Consider, for example:Macro level – whole piece
Mid level – large sections
Micro level – paragraphs
Highlight key issues – any specific issues?
Disciplinary variations – primarily: (a) problems addressed (b) arguments, analysis & (c) what constitutes evidence
These factors are reflected in discussions about:
Author’s voice – first person or not
Structure – eg IMRaD structure in science
Appropriate language – phraseology, choice of words
2 examples of thesis structure
IMRaD structure in science
Introduction - why was the study undertaken? What was the research question, the tested hypothesis or the purpose of the research?
Methods - when, where, and how was the study done? What materials were used or who/what was included in the study?
Results - what answer was found to the research question; what did the study find? Was the tested hypothesis shown to be correct?
Discussion - what might the answer mean and why does it matter? How does it fit in with what other researchers have found? What future research is required?
Section 1
Introduction to theory & literature
Section 1
Further literature
Section 1
Methods and methodology
Section 2
Data chapter
Section 2
Data chapter
Section 2
Data Chapter
Section 2
Data Chapter
Section 3
Conclusions and discussion
Your writing development
Apply the same analysis you have designed here today to your writing
which features need development?
which features are good enough already?
Analyse texts as you read themYour template
For readability
Understanding writing styles in your discipline and area does not mean that you will naturally write like that.
Never try to write the perfect ‘end product’ straight off. Write your own thoughts and ideas first informally – get down what you want to say.
Then learn to become a good EDITOR
Final thought
Getting the best from a part-time supervisor
Overview
Decide what you need from your supervisor
Consider any issues which may make that difficult to achieve
Determine a way to optimise the relationship between you and your supervisor
Supervisor-hero
What should your
supervisor be like…?
Supervisor-hero
But…
they are only human
Perhaps it might help if…
they had a bigger brain
or a smaller ego
or extra arms
or were a mini-me
Now you have the technology
In groups, draw your perfect supervisor
Feel free to add genetic modifications or to ‘cyborgise’ them
Decide what you need from your supervisor
Don’t worry about any discomfort to the supervisors – make sure that they suit your needs
The role of the supervisor
Interested in your research
Available to discuss your conclusions and ideas
Able to provide feedback on your progress
Able to provide feedback on your written work
Encouraging you to participate in group meetings, seminars and occasional conferences
Developing your professional research qualities by example
Part-time supervision issues
You may find your supervisor is not available when you need to speak with them
has unrealistic expectations of how much you should be achieving in the time available
is often slow to provide feedback.
Any others?
Supervisor-hero world?
In groups, discuss what you understand of ‘supervisor-hero world’
What does an academic actually do, when not supervising postgraduate researchers?
A day in the life…Planning and preparing taught modules
Teaching undergraduate and Masters’ students
Marking coursework and exam questions
Acting as personal tutor to undergraduate students
Writing research proposals
Carrying out and keeping up to date with research
Attending and presenting at conferences
Attending department and university meetings
Serving on university committees
Managing their own office (word processing, email etc)
Social life, home and family time… plus much more…
Understanding priorities
Supervisor’s Priorities
A LIST1.Check emails2.Teaching3.Admin4.Reports5.Exam marking6...
Student’s Priorities
A LIST1.Check emails2.My thesis3...4...
B LIST1.Research2.Papers3.Grants4...5...6...
C LIST1...2...3...4...5...6. Your thesis
Part-time issues for your supervisor
Your supervisor: cannot easily contact you in working hours
does not know what your other commitments are
cannot monitor how much time you are putting into your PhD
can get frustrated if your research sometimes appears to be going very slowly.
What does your supervisor know about you?
What are your other commitments?
Who are you?
What do you need?
The ideal postgraduate researcher…
Contacts their supervisor and updates them on progress regularly
Produces ideas for discussion
Participates in group meetings, seminars and occasional conferences
Meets agreed deadlines for research targets
Is committed to gaining their PhD
Others?
Rules for managing your relationship
Your supervisor is on your side
Keep your supervisor informed
Discover what makes your supervisor tick
Earn your supervisor’s respect with your initiative
Assert yourself to find solutions that work (for everyone)
Potential barriers
What working style do you prefer?
How do you like to communicate?
Are there limitations on your time that may not be apparent to them?
Have you encountered difficulty in areas of research that you have not brought to their attention?
Do you need any specific help?
Communication
Good communication between supervisor and postgraduate researcher is key
You have a large responsibility for maintaining this
Preferences
Thinkers Do’ers
Reflectors Theorists Pragmatists Activists
It’s all about the ideas
Lets write a paper
Lets make a difference
Trial and error
Improving supervision
What changes would you like to make in your supervision arrangements?
Serious problems?
What can you do if your supervisor repeatedly fails to respond to requests for help?
All universities should have a mechanism to mediate in this situation
If you feel your supervisor is not supporting you, approach the head of department, director of research or your graduate school for advice
Finally: to do
Arrange a meeting with your supervisor to discuss:
Potential changes to method of supervision
What frequency of contact is needed
Specific help required
What methods of communication will suit you both best (eg telephone, email)
Review
Action planning
Where am I now?
Where do I want to be?
What’s stopping
me?
How do I get there?
How will I measure my progress?
Taking action
Three things to do next
Questions...