The Connect-the-Dots Revelation – Revealing Hidden Academic Practice
As you might know, I am currently putting together a workbook for students that collects some of the visual analogies I have been using in my teaching. I have been getting some questions about what is meant by ‘visual analogies’ and how that would translate into a book on academic writing as part of my Kickstarter campaign to raise funds to print some copies (and until the 7th May 2015 you can support this by pledging for your very own copy here). So in order to give people a better idea, here is the introduction (I will add a picture of my layout soon):
Here’s the trouble with writing academic essays at degree level: if you haven’t been to university before, you probably haven’t done it before. You will have written all sorts of things:
- short stories,
- social media up-dates,
- blog posts,
- and much much more.
You might even have written essays, but if you haven’t been to uni before, you probably haven’t been writing the sort of essays that university lecturers are looking for. This might be a problem, because when they say ‘essay’ you hear ‘essay’ – but you are both talking about different things. Because quite a lot of what makes up an academic essay is specifically academic practice – using research to rigorously back up your argument, including evidence to back up your points – and even writing it to a specific blueprint.
To make matters worse, some of this practice is ‘hidden’,- academics do it, but it has become such second nature to them that they forget how to explain that they are doing it (and/or how they are doing it).
An essay might seem like a straight line when you are reading it, but really it paints a picture for the reader, a bit like a connect the dots drawing. The further you read, the more defined it becomes, and once you are finished you can see the whole picture.
Writing an essay is a bit like planning a connect the dots drawing. Only because this is research you don’t make up the image, you first find it within the evidence you consult. That means you first have to identify lots of evidence you could use, because you have to find a lot of possible points. While you are doing that you might go round and round in circles and squiggly lines, there is no real order yet, you are exploring at this stage.
Then you go through a process of ‘curation’ – you figure out what your argument is and what points you need in order to make it. This will mean looking at all the dots you have and getting rid of the ones that don’t fit into your picture.
Now you might see that there are some holes in your argument – you might need to find some more points, by doing more research.
Once you have all the dots identified that you need to show your picture you need to order them. You want your image to slowly emerge – just like you need to build on one point after the other in your essay. For your connect the dots drawing this means replacing the individual dots with numbers. For your essay it means ordering your points and writing it up accordingly.
So you as writer (and really researcher) find the evidence, identify the argument and then present it in a way that it effortlessly appears to the reader.
All these stages that go into this planning process are hidden from the reader. But for the essay to work the writer needs to go through them. This workbook is all about getting you to understand this ‘hidden’ academic practice – in a hands-on way. It contains sections to explore these stages from a number of perspectives, in the form of visual metaphors and analogies which are designed to highlight specific, important aspects of academia. Most sections also include something for you to do. Sometimes that is something you can complete in the book itself, sometimes something to keep inside envelopes inside, and sometimes (particularly towards the end) it is something to include in your next essay draft. And yes, there should be more than one draft! Just like anything else, essay writing is something that needs to be practised. That’s why a lot of things here are for you to try out, little projects to get you working on this regularly, because the more you work on it, the better it will get.
So let’s get started…
This is a really useful analogy. Thank you!
Glad you like it. The book will be full of them… Pledge now! 😉
Reblogged this on A librarian abroad and commented:
I’m sharing this post by Alke Groppel-Wegener, who is also author of the Fishscale of Academicness that I like so much. Please have a think about supporting her book on Kickstarter: if ever met a visual thinking student who struggles to write essays, then you will know how helpful this book could be!
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