Sarah, and others interested,

While I was engaging with my supervisors, during the thesis process, one
remarked that I write to find out what I think.  I found that feedback
helpful.

How does that fit with what I have been sharing so far ....?

First of all, the thesis process is, I take it, part of the journey into the
unknown.

So, compared to other writing 'for publication', there are elements of 'the
unknown' that the thesis writer will be dealing with, as they write.  To the
extent that it is still unknown, until the process of writing helps reveal 
it
to the author, you cannot plan it.  In that phase you simply have to write
it: write it out, write it up.  What structure might suit you best, for 
that,
will probably vary from person to person.  Then, because the thesis is
essentially an argument, and the final product for publication is the
argument, as tightly and as cogently, with enough evidence, of the relevant,
to substantiate the claims being made, the material developed in the first
iteration will need to be recast, and restructured.

It is often then recommended that one of the other tools that can help the
writer develop their text, and argument, is the attendance at, and
presentation of parts of the thesis to, a live audience, otherwise known as
the conference.  This is where Francis Bacon's comment of  "Reading maketh a
full man; conference a ready man; and writing an exact man." comes in handy.
And where part of Brian's advice, about having inputs from appreciative, but
informed and able to assess/critique and contribute 'friends' can help him
meet some of his list of tests.

Another tip, from another involved in supervising thesis work was: read, 
read, read and write, write write ... and (you can guess the next bit!) 
read, read, read, and write, write, write!

A further tip was, where you have an overall structure for your thesis, 
write the introductory paragraph for each part.  Then, and as time goes by, 
revisit and re-write that introductory paragraph.

I would add to that: from time to time stand back from your draft, and deal 
with it as if it were someone else's work and you were asked to summarise 
it.  Summarise that, and ask yourself, if I were to put that summary up, as 
my introductory paragraph, what would the text that was to follow now need 
to look like?


Dianne



Sent: Tuesday, February 22, 2011 9:15 AM
Subject: Re: Using MERLOT Re: Welcome to Writing with an eye to publication


Last week, I described how my thinking style influences & is influenced by
my writing as I prepare to draft a paper for publication and how it differs
from a friend's style. Coincidentally, I have come across a passage in
Phillips and Pugh (1993) How to get a PhD, Open University Press that cites
research by Lowenthal and Watson (1977) describing a similar distinction.
(p. 58) In a study of 170 academic staff members, they identified two types
of writers whom they termed serialists and holists. 'Serialists... see
writing as a sequential process in which words are corrected as they are
written and who plan their writing in detail before beginning to write.
Holists... can only think as they write and compose a succession of complete
drafts. In fact I think my style of writing for a publication overlaps
between serialism and holism as I often plan my writing in detail before I
write & I also write complete drafts.

Best regards,

Sarah

PS I came across this quotation today. "A clever person solves a problem. A
wise person avoids it." Albert Einstein. I like it as it communicates for me
why starting from a problem in action research can be problematic and why
starting from strength works - the main reason why I have shifted from using
a living educational theory approach to an appreciative inquiry one in
researching my learning and assisting teachers to research their learning. I
was increasingly aware of getting hooked into solving 'problems' rather than
thinking creatively and playfully. I find if I am 'stuck' when writing
trying to solve why and work out what to do can engulf my creativity. If I
step aside from looking at why a draft doesn't work and look for the
sections that do work for me and do communicate what I want essentially want
to write about, I redraft my paper with much more energy, motivation and
attention. Spurred on by a feeling of achievement I am much more prepared to
cut out or do a major rethink of sections that don't 'work'.