A Six Week Writing Programme (17 June -22 July 2021)
This is now hosted by Organisational Development and open to all staff not just WIHEA fellows - please sign up here Write Space Sign Up
Every Thursday, 9.30-11.30am (via Microsoft Teams)
This writing programme intentionally sets aside two hours a week for six weeks so that a significant piece of work can move from being an exciting and important idea to being written. It deliberately pushes against the urge to just check emails, or catch up on admin. It may be a paper, proposal, promotion application, HEA fellowship application or business cases. You might even feel guilty prioritising this, but, you know you kind of should.
If this resonates and you know you could/should write more - come along, you will be in good company. Open to all Warwick staff.
|09:30 - 09:45||Statement of Intent - in MSTeams space|
|09:45 - 10:10||Pomodoro|
|10:10 - 10:15||Rest and Refocus - private|
|10:20 - 10:45||Pomodoro|
|10:45 - 11:00||Cuppa and Cake - in MSTeams space|
|11:00 - 11:25||Pomodoro|
|11:25 - 11:30||Regroup and Review - in MSTeams space|
Once you book your place, you will be added to a Teams working space.
Background and Motivation for the Programme
Writing is a central part of academic life. Academics write to propose new projects, to secure funding, and to share their findings (ref. 1). They also write to explore their own ideas, to critique the ideas of others, and to vent their frustrations. As a feature of academic life, writing has been described as fundamental, crucial, and core (Aitchison & Guerin, 2014; Maher et al., 2008; Weller, 2011). Despite this, writing “continues to be marginalized and squeezed out of the everyday academic practices of researchers and academics” (Aitchison & Guerin, 2014, p4) as the neoliberal values of productivity, efficiency, and competition come to govern the contemporary university (Mountz et al., in press). The struggle to find time to write is compounded by a lack of explicit writing training for academics (Starke-Meyerring, 2014), leaving many (if not all) academics with what MacLeod and colleagues (2012) have called writing-related anxiety.
In this context, writing groups have emerged as an effort to dedicate time to writing, develop writing skills, provide guidance and support, and resist the neoliberal view of writing as a product rather than a process (Aitchinson & Guerin, 2014; Aitchison & Lee, 2006; Lee & Boud, 2010; Mountz et al., in press). These groups seek to provide a community of practice (Wenger & Snyder, 2000) for academic writers, bringing individuals together with the aim of generating knowledge, learning from the experience of others, fostering intellectual and social leadership, and enabling people at different stages to “learn, grow confidence, and start to see themselves a legitimate researchers” (Ng & Permberton, 2013, p1536).
In particular, academic writing groups are communities that seek to foster the development of meaningful academic writing practices and identities (Lee & Boud, 2010).
Research on academic writing groups has shown that they are effective in: making the process of writing visible and explicit; enabling participants to quarantine time and space for writing; reducing fear and anxiety; providing emotional and social support; and improving both the quantity and the quality of written outputs (Haas, 2014; Kozar & Lum, 2015; Lee & Boud, 2010; MacLeod, Steckley & Murray, 2012; Maher et al., 2008; Murray & Newtown, 2009; Mussell, 2012; Price, Coffey & Nethery, 2015).
Reference 1: Writing Groups in the Digital Age: A Case Study Analysis of Shut Up & Write Tuesdays (pages 249-269)
Siobhan T. O'Dwyer, Sharon L. McDonough, Rebecca Jefferson, Jennifer Ann Goff, Michelle Redman-MacLaren
in 'Research 2.0 and the Impact of Digital Technologies on Scholarly Inquiry (Advances in Knowledge Acquisition, Transfer, and Management)' 2016 Antonella Esposito (Editor) https://www.igi-global.com/chapter/writing-groups-in-the-digital-age/167447
Based on the 'Writespace' and 'Thirdspace' Programmes by Kate Carruthers Thomas (BCU, SHRE).