Soon after I gave students the sheet below, a conversation with Keith Hjortshoj led me to abandon commenting in the margin in favor of what I now call Dialogue around written work. But, as a matter of historical interest, here are the codes I had developed to streamline my commenting in the margin. Continue reading
Over the last month or so I have tried to make sense of why I might share the notes I have been making about being unsettled. In this post I share some of my shifting thinking. Continue reading
When is sharing writing not giving to get feedback? How—in what ways can this happen? Why? These questions arose for me after a discussion among graduate students at the early stage of a research and writing process. To initiate the discussion I had read the quote below from Peter Elbow on sharing and giving. Clearer framing was needed, however, given that the subsequent discussion mostly centered on bad and good experiences or attitudes in getting and receiving feedback on writing. Continue reading
Overview of a workshop run for doctoral students in Environmental Studies at Yale University in Fall 2008.
OK, you’re near the end of a semester learning about qualitative research and preparing a research proposal. This “writing workshop” will look at the role of writing in research from three different angles:
Do not expect to learn or change without moving among or being jostled by the interplay or tensions between these different considerations.
The quote refers to a “mandala” of six considerations in learning where you take initiative in relationships, such as those with your advisors and peers (http://www.faculty.umb.edu/pjt/MakingSpace.html; animation). It applies equally well to the very first draft of considerations in relating to audience when you want to convey a position that runs against the mainstream, as depicted here:
Suggestions welcome to refine or develop this.
(Thanks to Constance C. and MaryLou H. for this morning’s writing support group discussion, out of which this new mandala emerged.)
Springy cube version:
This 17-minute video is an introduction to a set of materials linked to http://bit.ly/WrSupport, which convey the evolution of writing support practices in my courses and graduate program. At the end, two thoughts are left to chew on:
- It might be investigated, not assumed, that what poor writers need is more teaching of good writing.
- In this spirit, writing coaches might be drawn from within and across a wide range of programs.
Taking Yourself Seriously: Processes of Research and Engagement by Peter Taylor and Jeremy Szteiter is now available. This is a “field-book of tools and processes to help readers in all fields develop as researchers, writers, and agents of change.”