Notes on Writing
by Michael Franklin | September 3, 2010
I want to offer some thoughts about writing throughout the dissertation process. They come in no particular order. Each is important and should be taken to heart. And if you are a learner in a doctoral program, I want to encourage you to use the Comments section to pose questions, to share your own ideas and feelings about writing, and to contribute to this conversation.
These thoughts will be explored more in-depth in future posts by me or by my colleague Constance Davis. But I want to put them out there to generate conversation and to make people aware of common hurdles learners must overcome when at the stages of the Comprehensive Exam and the Dissertation milestones.
- Writing a paper for a course assignment is not the same as writing for your Comprehensive Exam or for your Dissertation. You are writing at a higher level with higher expectations when you reach your Comprehensive Exam and your Dissertation. In the Exam, you are showing that you have mastered the conventions of writing at the doctoral level, and that you have the ability to evaluate, synthesize, and integrate information in a cogent, legible, and organized manner. In the Dissertation, you are implementing these writing skills to demonstrate your expertise and original contribution to the field. Therefore, do not assume that A’s on most of your coursework papers mean you will automatically ace your Exam or fly through your Dissertation. Many of you will definitely succeed in both of these! But you should always endeavor to ask yourself: as a writer, what are my weaknesses and what are my strengths? What resources are available to help me improve? Am I doing everything I can to improve? If I continue to struggle with writing while in the Dissertation phase, have I visited a Dissertation Writer’s Retreat?
- Criticism is support. Write these three words down on a note card and keep them in view of your work area. Get into the habit of learning how to accept constructive criticism and how to use it to improve your work and your skills. Do not take feedback personally. You will have received a mountain of feedback, much of it constructively critical, by the end of your dissertation. Learn how to humbly accept criticism, how to earnestly respond to it, and how to recognize it as part of the iterative process of dissertation writing.
- Proofread, proofread, proofread. Proofread your emails, proofread your papers, proofread your Exam. Make sure you are always weeding out the grammatical errors, the sentence fragments, the run-on sentences, the sloppy punctuation and subject-verb disagreement. Make the cultivation of your writing a habit.
- Write every day. Writing a dissertation is a self-driven process. You no longer have the weekly deadlines for discussion posts. There is no deadline at the quarter’s end. You must therefore learn how to fit writing into your daily schedule: at lunch, early in the morning before everyone else has awoken, after work before winding down for the night. Try to write an hour a day, which is seven hours a week. Write even if you do not feel like it.
- Learn how to discuss your project with the people in your life. Learning how to talk about your project with non-specialists, to give that 30-second elevator speech, has direct relevance to your ability to write about your work.
8 Responses to "Notes on Writing"
Michell Roberts says:
Michael,
Thank you for these helpful tips. I am currently waiting feedback from committee and I sort of feel like I’m just “waiting” for something to happen. As you pointed out there is work to be done on a daily basis, and I will develop a better plan to use my time wisely. One of my weaknesses is dealing with criticism. For some reason I seem to stall instead of looking at the feedback and following suggestions. I sometimes find myself being “my own worst enemy” because I think I make things more difficult when I receive feedback. I would like to be better prepared to address feedback from committee. Any suggestions would be greatly appreciated.
Thank you, Michell
Michael Ryckeley says:
Thank you, Michael. Foundational advice is what I need. I have completed only one course and will be attending Colloquium One this month in Arlington. I start back “full time” with two classes in October.
~Michael Ryckeley
Michael Franklin says:
@Michell: I’m glad you found this helpful! Ultimately, making writing into a daily habit is key. It’s like a muscle: regular use strengthens, sporadic use does not, and no use atrophies.
As for better receiving feedback: sit down with a sheet of blank paper. Draw a line down the middle. Go through your draft to cull the strengths and weaknesses that your committee identifies in your proposal draft. On the left side of the paper, list the strengths. On the right side, list the weaknesses. Mapping out what you have accomplished alongside what needs further development, and understanding that your draft in its entirety is a work in progress, will hopefully keep you focused on the task at hand: revising, revising, revising. And it hopefully will help make your approach to feedback more rational. Good luck!
@Michael: I’m glad you received this information early in your program! Know that the shift from coursework writing to Comprehensive Exam and Dissertation writing awaits you, and use this knowledge to your advantage at the colloquia. Have a discussion with faculty and with Writing Center staff about ways you can prepare for this shift. Good luck!
Judi says:
I found this information very helpful. I just received a paper back from an instructor stating the paper writen for a course is not acceptable for graduate level writing. I greatly appreciate the instructors feedback, but I am unaware of how to get help. I sent the paper to Smarthinking and they sent me back information on rules for commas. I am now going through the work line by line on a 35 page paper to look for comma splices. I think there must be a better way. Any assistance is greatly appreciated.
Thank you,
Judi
Michael Franklin says:
@Judi: One way you can improve your writing from a self-editing perspective is to create a sheet for quick reference on which you list errors you commonly make with grammar, usage, and mechanics. If you regularly struggle with commas, or if you always misspell a particular word, add them to this sheet. Having such a document on hand when writing can save you time, remind you about your inclinations, and offer you immediate solution. More information about editing your own writing was recently published in an article on the Chronicle of Higher Education:
http://chronicle.com/article/How-Do-You-Learn-to-Edit/124609/
Good luck!
Pip Hunn says:
@Mark,
Nice post! elegant, succinct, to the point – everything a panicking student needs to get them calmed down and back on track!
@Judi,
A few other things that might be useful to you:
1. Try and set aside a separate time for editing. If you can, leave your work for at least a day before coming back to it for a final copy-edit. Spotting odd phrases and unusual (or missing!) grammar is easier with a fresh set of eyes.
2. Suggest swapping papers with someone else in the class for a final grammatical edit. (Don’t try this early, for fear of accidental plagiarisation or accusations of collaboration!) It’s easier to spot someone else’s errors, because you don’t settle into automatic reading patterns.
3. Pick up a copy of The Elements of Style, Strunk and White. This tiny yet handy book has single-handedly improved more academic marks than any other text in the world
Cheers;
Pip Hunn
Karis Lee says:
Karis Lee,
Nice post .
Thank you for these helpful tips. I am currently waiting feedback from committee and I sort of feel like I’m just “waiting” for something to happen. As you pointed out there is work to be done on a daily basis, and I will develop a better plan to use my time wisely.
Lynn Hill says:
I am not afraid of storms for I am learning how to sail my ship. – Louisa May Alcott