Tips for Graduate Student Writing (NCA&T)
If you are a graduate or professional student at the University of Texas at Austin, we invite you to check out our site and become involved in the Texas Graduate Student Writing Group. Whether you have a term paper, a grant application, or your entire dissertation, we are here to connect you with the help and support you need.
Graduate Student Writing Support on UT Campus
My first thanks go to the many current and former graduate students with whom I have had the pleasure of working during my time at Cornell. Special thanks to those who contributed to the ongoing study of graduate student writing and teaching which provided the material at the heart of this article. Thanks to Davydd Greenwood and Nerissa Russell for sharing results —both the summary report and some of the survey data—from the self-study conducted by Cornell's Department of Anthropology. Thanks to my colleagues at the Knight Institute for providing a supportive and engaging place to work, teach, and write. It's been a particular honor to collaborate with colleagues in our graduate training programs: this work has provided some of my greatest learning and teaching opportunities. Thanks to David Faulkner and Paul Sawyer who read portions of this essay in progress. Thanks, as always, to Deborah Starr, who is my closest colleague and friend, in addition to being my wife.
Following this introduction, the article is divided into two sections and a conclusion. "Writing and the Writing in the Disciplines Curriculum," describes foundational principles of the Knight program and features of the training programs that have had an impact on our graduate students' development as writers. "Voices from the Field," is built around the contributions of graduate student writers who have participated in one or more of the Knight Institute's training programs. While their voices are heard throughout the article, this section explores a few issues that emerge in these writers' reflections. The conclusion—"Learning Something Practical"—focuses on the critical importance of being a flexible and agile learner, one of the findings about graduate writing, and graduate education, this material repeatedly reinforces.
Summary: The resources available in this section provide the user with the materials that they would need to hold a writing workshop for graduate students. While these resources do not target a particular kind of writing (e.g., writing for courses, writing for publication, or writing thesis and dissertations), it does provide the needed structure act as a sort of graduate student writing workshop-in-a-box. “I am very excited to initiate the Graduate Student Writing Center and to welcome Kristin Messuri as associate director,” , dean of the Graduate School, said. “The Graduate Student Writing Center will be a valuable resource to graduate students and postdoctoral scholars for the preparation of disquisitions, scholarly articles and fellowship applications.” Access to the Graduate Student Writing Center will be active for one academic school year or for the remainder of the year following application. Access forms must be resubmitted each academic year beginning in August. (Feb. 5, 2009)--The Graduate Student Learning Assistance (GSLA) program in UTSA's Tomás Rivera Center for Student Success (TRC) is in its fourth year and continues its success in helping graduate students with writing projects. This spring, the program will offer Graduate Learners Series workshops and a four-day Writing Institute.The Graduate Student Writing Center will offer writing workshops and independent writing hours. The first workshop, “Battling Writer's Block,” will be from 1-3 p.m. March 6. Students must email Messuri to register, as only 20 students will be able to participate. The resources available in this section provide the user with the materials that they would need to hold a writing workshop for graduate students. While these resources do not target a particular kind of writing (e.g., writing for courses, writing for publication, or writing thesis and dissertations), it does provide the needed structure act as a sort of graduate student writing workshop-in-a-box.Summary: The resources available in this section provide the user with the materials that they would need to hold a writing workshop for graduate students. While these resources do not target a particular kind of writing (e.g., writing for courses, writing for publication, or writing thesis and dissertations), it does provide the needed structure act as a sort of graduate student writing workshop-in-a-box. This article describes some of what we in the Knight Institute have learned from these students about graduate student writing, and some of the strategies we use (within institutional constraints) to address an often neglected aspect of graduate education: learning to write as an academic professional. Teaching people about teaching writing means teaching people about writing. In both 7100 and 7101 we try to demystify the practices and processes by which writing is produced, not just for undergraduates, but for apprentice professionals who are in the process of defining themselves relative to a discipline, an identity shaped above all else by how and what they write.Abstract: This article argues that teaching writing can help graduate students become better writers. Each year, more than 100 graduate students from more than thirty departments participate in one of two training courses offered through Cornell's John S. Knight Institute for Writing in the Disciplines. This article describes some of how these courses engage with graduate student writing practices, and what Knight Institute faculty have learned from these students about graduate student writing. The article describes specific features of the training curricula that help graduate students learn to write as academic professionals. Primary source material is drawn from writing produced by graduate students in course evaluations, assignments, or in response to surveys sent to current and former graduate students. Graduate student observations that figure prominently in this article include a focus on writing process; the connection between teaching writing and learning to be a better writer; the value of reflection; and the efficacy of building communities where writers read each other's work.The Graduate Student Writing Group meets every Tuesday 9am-3pm in the Art Library. Grad students can come in and out as their schedule permits. Attendees can work on papers for publication, dissertation chapters, prospectus writing, seminar papers, or creative work. All are welcome. This is structured time to work on our own writing. We will not be workshopping any papers, but you might meet people there who can become editors and readers for you.