Graduate Writers’ Workshop Week 2

1. Graduate Writers’ WorkshopWeek 2 Writing Your Way to a Focused Research Question Dr. Erica Cirillo-McCarthy Assistant Director of Graduate and ADEP Writing

2. Today’s Workshop: • Revisiting the writing process: Invention, Drafting, Revision, Editing • Writing as Inquiry • Recursive process of research, reading, and writing • CARS Model • Free writing/ Discussion

3. Understanding the Writing Process • Invention • Drafting • Revision • Editing

4. Writing as Inquiry • Writing to synthesize concepts • Complex writing takes multiple concepts and synthesizes them • Writing to map or organize concepts • In order for your audience to understand the relationship between concepts, you need to organize them (keep in mind the rhetorical nature of organizing) • Writing to extend concepts and ideas • Graduate writing builds upon existing ideas and concepts

5. Recursive Process of Research and Writing

6. INTRODUCTIONS • The Create A Research Space (CARS) Model (see Swales and Feak) • Move 1 Establishing a territory • Step 1 Claiming centrality (or importance, relevance, problematic) and/or • Step 2 Making topic generalization(s) and/or • Step 3 Reviewing items of previous research (obligatory)

7. INTRODUCTIONS, CARS model cont’d • Move 2 Establishing a niche • Step 1A Counter-claiming or • Step 1B Indicating a gap or • Step 1C Question-raising or • Step 1D Continuing a tradition or extending previous knowledge (obligatory)

8. INTRODUCTIONS, CARS model cont’d • Move 3 Occupying the niche • Step 1A Outlining purposes(obligatory) or • Step 1B Announcing present research (in some fields) • Step 2 Announcing principal findings (in some fields) • Step 3 Indicating Research Article structure (in some fields)

9. Let’s take a close look at two published articles in Education and Organizational Behavior… • Justice, Christopher, James Rice, Dale Roy, Bob Hudspith, & Herb Jenkins. “Inquiry-based learning in higher education:administrators’ perspectives on integrating inquiry pedagogy into the curriculum.” Higher Education 58 (2009): 841-855. • Heath, Chip & Sim B. Sitkin. “Big-B versus Big-O: What is Organizational about Organizational Behavior?” Journal of Organizational Behavior 22 (2001): 43-58.

10. Close reading will help you see the moves made in introductions • Read articles in your field’s top journals and see what moves scholars make as they create a research space • Try to emulate those moves • Do not try to reinvent the wheel – disciplinary conventions are there for a reason. You need to be able to recognize them and be comfortable recreating and adhering to the moves.

11. Free writing exercise • Write about your research question including: • What brought you to your research? • What research are you aware of? Who are the scholars who do this type of research? Where do they publish? • What research do they (the above scholars) rely on? • How will you add to the discussion or conversation surrounding your research topic?

12. Discussion/Questions

13. Thank you! • References • Stripling, Barbara K. "Inquiry-based Learning." Curriculum Connections through the Library. Eds. Barbara K. Stripling and Sandra Hughes-Hassell, Ann Arbor: Libraries Unlimited, 2003. • Swales, John M. & Christine B. Feak. Academic Writing for Graduate Students: Essential Tasks and Skills. Ann Arbor: Univ. of Michigan Press, 2004.