writing course day four

Today in the writing course we began with a shut-up-and-write about what needed to go in the methods section.

• What does the journal’s community expect in this section?
• What do readers need to know to trust what you have to say?
• Do you need to situate the study epistemologically?
• What are the methodology and the method. (You may need to say what stance you are taking)
• Provide an audit trail – who, how many, how often, what data
• How was the data analysed?
• What ethical issues were dealt with and how?

We then talked about some possible structures for the ‘report and discuss’ part of the paper and did another longer shut-up-and write about what needed to go into this most important and longest part of the paper – including:

• How much description is required in order for the reader to understand your results?
• If you give examples, why these?
• How does the analysis connect with the literatures?
• Does the journal expect theorisation, and if so how much and of what kind?
• Does the theory frame, and if so do you need a separate section at the outset to explain this framing?

After this we worked on headings that organised this material.

A final shut-up-and-write focused on what needed to go into the conclusion.

We then looked at an article that we’d all read overnight and asked the following questions – these of course are also questions to ask of our own papers:

• Does the article address a question that is significant in the field and/or professional practice?
• Does it bring together interesting literatures?
• If it is empirical, is the research design convincing? Is it innovative? Is it seriously substantive?
• Does the article do more than describe and analyse?
• If it theorises, is it a sophisticated and informative/instructive?
• Does it have an angle that is new/different?
• Does it take the field somewhere?
• Will it be cited a lot? If so by whom?

That was then it. The participants now have to take their abstract, their road map and headings, and the various pieces of holding text produced through shut-up-and-write, and turn them into a draft.

I hope they are all brilliant.

About pat thomson

Pat Thomson is Professor of Education in the School of Education, The University of Nottingham, UK
This entry was posted in academic writing, conclusion, middle work, reviewing and tagged , , , , . Bookmark the permalink.

1 Response to writing course day four

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