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Reading and Writing at the Graduate Level

Reading and Writing at the Graduate Level. By Kevin Eric DePew & Julia Romberger June 26, 2007. Distinguishing Expectations. B.A.: demonstrate knowledge; especially one’s ability to apply the knowledge

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Reading and Writing at the Graduate Level

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  1. Reading and Writing at the Graduate Level By Kevin Eric DePew & Julia Romberger June 26, 2007

  2. Distinguishing Expectations • B.A.: demonstrate knowledge; especially one’s ability to apply the knowledge • M.A.: show knowledge and understanding of topic; demonstrate participation in the conversation; conference papers • Ph.D.: should be immersed in the conversation; a few steps away from publishable article

  3. Reading Academic Articles • Often you will find that you have far more reading than in your undergraduate courses • You are responsible for doing all of the reading Each instructor has different expectations for the assigned reading; ask your instructorsto articulate these

  4. Reading Academic Scholarship • Focus on the primary argument. What knowledge claims are being made? • Notice which scholars the authors align themselves with; this helps contextualize the work • Identify the theoretical framework • Identify conclusions drawn and calls for further work.

  5. Reading Data and Examples • Do the intellectual exercise of asking yourself… • Do the conclusions emerge naturally from the data? • How can I make the scholars’ observations and conclusions relevant to my context? What factors are different or the same? • How is this theory applicable? • Don’t sweat the details, unless the articleis related to your research or you’ll be tested

  6. Conventions of a Document • Develop an argument; even in pedagogical tools and research plans you will be arguing for the effectiveness of these proposals • Support the argument; provide both theoretical and practical evidence to prove your point • Maintain organization & focus • Be professional; know your context

  7. Develop Your Argument • Use the current debate as a foundation • Do not repeat the same point over & over • Be capable of supporting the argument through multiple sources of evidence • Apply discussion to specific context • Acknowledge scope & limitations

  8. Understanding the Conversation • Research • Conferences • Listservs

  9. Joining the Conversation • Discuss current debates related to topic; demonstrate to your audience that you understand the issues being debated • Align yourself with various theorists; justify this decision • You can align yourself with ideas from one theorist and other ideas from another theorist; again justify this decision

  10. Research: Where? • Library: books, journal articles, government documents • Internet: journal articles, organization sites, government documents, popular sources (e.g., newspapers, magazines) • Empirical research: studies (e.g., interviews, observations, surveys) • Personal experience: anecdotes

  11. Research: Finding Sources • Use search functions–keyword searches • ODU or other university libraries • Search engines (Google, Yahoo, Dogpile) • Online Bookstores (Amazon, B&N) • Use citations material in articles • Look for the source information in the Works Cited when a referenced idea strikes you • Reference Librarians

  12. Using Sources • For an academic audiences, academic sources, especially from a specific discipline, carry the most weight. • Sources such as personal experience and popular articles can be used. However, they work better as concrete examples than as the theoretical foundation; use to illustrate the theory

  13. Getting Feedback • Come to the instructor’s office hours • Do peer reviews–even if they are not assigned • Use the Graduate Writing Assistant Program (757.683.4013)

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