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 Peelo

1. Part-time researcher workshop
1 November 2011

2. About us

3. Brought to you by Vitae
Vitae is committed to enhancing the
quality and output of the research
base in the United Kingdom,
through supporting the training and
development of the next generation
of world-class researchers

4. Programme
Time 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 styles
13.40 Introduction to the afternoon
13.45 Getting the best from a part-time supervisor
15.25 Objectives review
15.40 Action planning
15.50 Questions

5. Success stories

6. Breaking the ice...

7. Begin with the end in mind

8. 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?

10. Academic writing styles
- adapted for use by Moira Peelo 1.11.11

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

12. 11.30-12.00
Discuss the general aspects of
academic writing and the structure of
an argument

13. 1 What makes academic writing good?
(Briefly, come up with lists in groups c. 4
people – 10 minutes)
In general?
In your subject area?
(are these one and the same?)

14. 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

15. Areas to question when
analysing structure of journal
articles, theses and dissertations
Content – nature of Organisation/
research & its structure – what is
contribution conventional in your
Selection of material area?
- focus, detail Presentation -
language use –
visual appearance

16. 2. Structure of an argument
Data So, Qualifier , Claim/conclusion
Since
Unless
Warrant
On account of Rebuttal
From Toulmin, S. (1958, updated 2003)
Backing ‛The Uses of Argument’,
Cambridge, Cambridge University Press.

17. Michelle was
Michelle is a
born in So, presumably ,
British subject
Northern
Ireland Since
Unless
A person born in NI
will be a British
subject Both her parents were
born in Eire, or she has
On account of become an Irish citizen
The following statutes
and legal provisions…
Data Michelle was born in Northern Ireland
Question to be discussed - Is Michelle Irish?

18. 12.00-12.30
Consider the accessibility and
readability of academic writing

19. ‘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.

20. 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

21. 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.

22. 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?

23. 12.30-1.00
Develop a text analysis strategy for
theses in your discipline in order to
influence your own writing

24. 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

25. 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?

26. 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

27. 2 examples of thesis
structure

28. 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?

29. Section 1 Section 1 Section 1 Section 2
Introduction Further Methods and Data chapter
to theory & literature methodology
literature
Section 2 Section 2 Section 2 Section 3
Data chapter Data Data Chapter Conclusions
Chapter and
discussion

30. 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 them
Your template
For readability

31. Final thought
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

35. Getting the best from a part-
time supervisor

36. 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

37. Supervisor-hero
What should your
supervisor be like…?

38. 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

39. 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

40. 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

41. 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?

42. Supervisor-hero world?
In groups, discuss what you understand of
‘supervisor-hero world’
What does an academic actually do, when not
supervising postgraduate researchers?

43. 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…

44. Understanding priorities
Student’s Priorities Supervisor’s Priorities
A LIST A LIST B LIST C LIST
1.Check emails 1.Check emails 1.Research 1...
2.My thesis 2.Teaching 2.Papers 2...
3... 3.Admin 3.Grants 3...
4... 4.Reports 4... 4...
5.Exam marking 5... 5...
6... 6... 6. Your thesis

45. 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.

46. What does your supervisor
know about you?
What are your other
commitments?
Who are you?
What do you need?

47. 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?

48. 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)

49. 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?

50. Communication
Good communication between supervisor and
postgraduate researcher is key
You have a large responsibility for maintaining
this

51. Preferences
Thinkers Do’ers
Reflectors Theorists Pragmatists Activists
It’s all about Lets write Lets make Trial and
the ideas a paper a difference error

52. Improving supervision
What changes would
you like to make in
your supervision
arrangements?

53. 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

54. 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)

56. Review

57. Action planning
Where
am I
now?
Where
Taking do I
action want to
be?
How will I What’s
measure
my stopping
progress? me?
How do I
get
there?

58. Three things to do next

59. Questions...