Write about what you know. . .
Good advice. Right now, I feel the familiar tug of despair, but I have hope! Working with first-year university students in our transition program has its joys and challenges. At the moment, I’m reviewing their writing (challenge) and I’m planning the editing sessions for January (oh, the joy).
First steps? We’ll be tearing through the writing methodically: identifying claims, evidence, analysis and transitions. Rip it up and then glue it back together. We use the acronym PERT to identify points, evidence, relevance (how the evidence supports the point) and transitions (words and phrases that make connections). The Where’s Waldo of academic research writing. The answers to “what is the point?” and “how do you know?” and “how do these ideas relate?” that are often missing in student writing.
The approach may be mechanical, but I find that it increases students’ awareness of their role in the academic writing process. It’s not about sounding smart and throwing some fancy terms and long sentences together. It’s about communicating their thinking clearly, synthesizing existing research, presenting well-researched arguments, creating meaning from existing research and questioning current understanding.
In our Essay-Zone module, we’ve placed an emphasis on analysis so that students can analyze their own writing–to see what they’re doing well and what they can do better. It’s about empowerment.
(Writing this post inspired me. I needed a little inspiration!)