{"id":7920,"date":"2020-07-30T09:18:24","date_gmt":"2020-07-30T07:18:24","guid":{"rendered":"https:\/\/budrich.eu\/?p=7920"},"modified":"2022-08-23T15:23:21","modified_gmt":"2022-08-23T13:23:21","slug":"browsing-writing-in-english-studies","status":"publish","type":"post","link":"https:\/\/budrich.de\/en\/news\/browsing-writing-in-english-studies\/","title":{"rendered":"Browsing: “Writing in English Studies” by Vivian Gramley, Katharina Pietsch and Tyll Zybura"},"content":{"rendered":"

About the book<\/h3>\n

How does academic writing work in English linguistics and in English literary and cultural studies? This book serves as a student guide to the conventions of writing in these disciplines. It introduces how linguistic and literary and cultural researchers think and write in their fields. Vivid examples and quotations from student papers show elegant solutions for approaching structure and formulation in academic writing. In this way, this volume makes the composition of university papers more accessible.<\/p><\/blockquote>\n

Snippet: pp. 44-47<\/p>\n

 <\/p>\n

1.5 How to become an expert on your own writing<\/h3>\n

Academic writing is not just a chore you need to complete for your degree. Because it trains you in so many skills on various levels \u2013 research, reading, analysis, argumentation, theory, language use \u2013, mastering academic writing will empower you in all kinds of future careers, whether you become a university scholar, a teacher, a journalist, or just about anything else: Knowing how to engage with other people\u2019s ideas and how to express your own ideas precisely and eloquently is a life skill that will always be useful. Writing in this sense, as a mode of expression of ideas, is not just about following rules and applying techniques, it is a personal undertaking. We would like to encourage you to reflect on your own writing and to become an expert on your own individual process, making writing not just what you do for a short time to complete a specific assignment but an empowering practice that you can own.<\/p>\n

 <\/p>\n

1.5.1 You are not alone: writing is hard for everyone, always<\/h4>\n

For most first-year students, writing their first term paper is the hardest thing they\u2019ve ever done. For most advanced students, writing their bachelor\u2019s and then their master\u2019s thesis is the hardest thing they\u2019ve ever done. For most Ph.D. students, writing their doctoral dissertation is the hardest thing they\u2019ve ever done. For most professional scholars, writing their next book or article is the hardest thing they\u2019ve ever done \u2026 You get the point. Writing is hard, always. Only very few people find writing easy. For most of us it never gets easy. Some parts of the process become easier than they were before, but with every new paper, with every new topic, with increasing length or prestige of a publication come new challenges.<\/p>\n

Students often feel that there must be something wrong with them because they are struggling. Because they\u2019ve never had such difficulties with anything else the way they have with academic writing, they think they must be stupid or unsuited for university life. They also often feel that they are the only ones struggling with this or that aspect of writing, like blank page anxiety, writing a conclusion, formatting a bibliography, finding a strong thesis statement, interpreting empirical data. None of that is true: These struggles are ubiquitous and unavoidable because academic writing is hard<\/em>. But they are also individual because not everyone struggles with the same problems at the same time in their writing process. Some writers find conclusions easy once they have their line of argument, but constructing that argument in the first place is a painstaking process for them; other writers have no problem churning out page after page of text quickly, but structuring the sheer mass of text into a readable paper is difficult for them. If you can develop an awareness of your personal difficulties with writing, without blaming yourself for struggling, you will be more open for the individual solutions <\/em>you eventually find to overcome those difficulties.<\/p>\n

 <\/p>\n

1.5.2 Understand your process and your strategies<\/h4>\n

Much of the writing advice you will receive at university, in books, and on the Internet is normative. To succeed you first need to do this, then that \u2013 all in a specific way, which is the right way<\/em>, and you must absolutely avoid all those other things, which are wrong<\/em>. If you do everything the right way<\/em>, you are a good <\/em>writer, a competent <\/em>writer. But in our view, writing is more complex than that and the only right way <\/em>is what works <\/em>for you. So, what does work for you?<\/p>\n

When students ask Tyll, who does a lot of writing supervision, \u201cShould I do it this way or that way?\u201d he will usually ask back, \u201cWhich way feels more comfortable\/easy\/motivating for you? Why?\u201d Or he\u2019ll ask, \u201cHave you tried both ways before? Which worked for you?\u201d And when students say, \u201cI know the way I do it is wrong<\/em>, but I can\u2019t do it any other way \u2013 what do I do?,\u201d he usually says, \u201cPlease explain the way you do it and why you think it is wrong. Does the way you do it work <\/em>for you? Are you (or your graders) satisfied with your results? If yes, how can the way you produce the results be wrong? We need to think about alternatives only if it doesn\u2019t work for you.\u201d<\/p>\n

These questions are designed to make students aware of the functional strategies that they are already applying to solve the problems inherent in the process of academic writing. And students, all <\/em>of them, already have these strategies: Everything you do is part of a strategy, and strategies are neither right nor wrong. Sure, some strategies are less functional <\/em>than others for individual students and for a specific purpose, but that just means that they can still be optimized, not that they aren\u2019t strategies. Any strategy \u2013 \u2018slow and steady\u2019 or \u2018binge writing,\u2019 \u2018introduction first\u2019 or \u2018introduction last,\u2019 \u2018writing two hours in the morning\u2019 or \u2018writing all night\u2019 \u2013 can be perfectly functional, namely when it yields good results.<\/p>\n

Getting rid of all the normative assumptions about \u2018good writing\u2019 and thinking about \u2018your writing\u2019 in terms of the strategies that you already use increases the chance of finding a process that works for you<\/em>. Thinking about your writing in terms of strategies steers you away from feelings of incompetence and emphasizes your agency in what you do: Instead of thinking, \u201cI\u2019m doing it wrong, how can I do it right?,\u201d you can profit from thinking, \u201cThis is how I do it. Does it need changing? If yes, what can I do differently to make it more effective?\u201d With this mindset, you can try out new and different strategies or tweak the ones you find useful. Your supervisor can help you figure out alternative ways of writing that you might want to try (if they are not themselves trapped in normative assumptions about how they \u2013 and you \u2013 should write), but at the end of the day only you yourself can become an expert on your own writing.8<\/sup><\/p>\n

 <\/p>\n

1.5.3 Understand your own priorities<\/h4>\n

Your teachers usually think that you (should) want to submit perfect work to achieve the best grade possible. But what are your own priorities, really? What do you want to achieve? What do you need <\/em>to achieve? What is reasonable to expect? We \u2013 Vivian, Katharina, and Tyll \u2013 have all supervised students with completely different outlooks on their own work, and we think that all of them are legitimate. Some have high aspirations and are willing to put in a lot of effort to get a top grade (but not coincidentally they often also deal with a lot of writing anxiety and fear of failure); some have to take care of work or family and have only limited time to invest in the paper, so they temper their expectations of themselves; some just need a passing grade (but quickly!) so as not to lose financial support.<\/p>\n

What a \u2018good\u2019 result means depends on what you want to achieve. This can be \u2018getting it done quickly and receiving a passing grade,\u2019 which is a perfectly reasonable aspiration in some situations, while in others you might go for \u2018getting it perfect with a top grade.\u2019 The better you know what you want to achieve with a paper and what you are currently capable of putting into it, the better you will know how to approach the topic and how to structure the work process.<\/p>\n

___<\/p>\n

8<\/sup> A resource on efficient writing schedules for academic writing which we found useful is Silvia, How to Write a Lot<\/em>. Katharina also finds the Pomodoro technique (Cirillo) immensely useful because it helps you to do focused work without distractions, and its manageable work units and frequent breaks help you survive longer writing projects like BA and MA theses.<\/p>\n

 <\/p>\n

***<\/h4>\n

Would you like to continue reading?<\/p>\n

 <\/p>\n

Order now via Budrich webshop:<\/h4>\n

\"3DVivian Gramley, Katharina Pietsch, Tyll Zybura: <\/span>Writing in English Studies. <\/span>A Guide for Students in English Linguistics and Literature<\/span><\/a><\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

\u00a9 Unsplash \/ image: Joshua Hoehne<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

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