“i must confess that, personally, i have learned many things i never knew before…just by...
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J. Vincent | York St John University | 2013
“I must confess that, personally, I have learned many things I never knew before…just by writing.”
Saint Augustine
CHAPLAINCY WRITING
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J. Vincent | York St John University | 2013
What we are interested in writing about?
Barriers to writingSolutions to writing Different forms of chaplaincy writing
Toolkit for academic reading, writing and reviewing
WHAT WE WILL COVER:
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J. Vincent | York St John University | 2013
WHAT ARE YOU INTERESTED IN WRITING ABOUT?
What I am researching /writing or would like to be researching /writing about: Short term Medium Term Long Term
Name:Contact:
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J. Vincent | York St John University | 2013
Stick it up on the wall
Go round and read what other people are / would like to be writing about
Talk to others about theirs or explain more about yours
WHAT ARE YOU INTERESTED IN WRITING ABOUT?
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J. Vincent | York St John University | 2013
WHAT ARE THE BARRIERS TO WRITING?
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J. Vincent | York St John University | 2013
Solutions to barrier
PERCEIVED BARRIERS TO WRITING
Describe one barrier to writing
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J. Vincent | York St John University | 2013
Barriers Time Language Focus Commitment Skill and fl ow How to start Confi dence Writing Style Creative energy Reputation Credibil ity of what I might
write
Solutions
BARRIERS AND SOLUTIONS
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J. Vincent | York St John University | 2013
5 KEY BARRIERS AND SOLUTIONS
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J. Vincent | York St John University | 2013
Everything that you do can be seen as research!
“Until you have reconfigured your work and your ideas – in writing – they will continue to seem far too modest for a paper in an academic journal.”
(Murray, 2009, p24)Be reassured that most research only makes
modest contributions – simply define what yours is and how you would like or is the most appropriate format to explain it.
“I HAVEN’T DONE ANY RESEARCH!”
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J. Vincent | York St John University | 2013
Be organised! Set realistic goals for yourselfReward yourself
“I DON’T HAVE TIME!”
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J. Vincent | York St John University | 2013
Confidence comes from a lack of education about academic writing: first admit there is a ‘gap’ and then do something about it – look for a course, mentor, group or website to help.
Writing is a way of developing confidence and ‘voice’ – the process itself teaches us how to raise the standard of our writing
Safety in numbers - write together!Start with something small-scale and build
up
“I DON’T FEEL CONFIDENT ENOUGH TO WRITE!”
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Find a supervisor, more experienced writer, colleague or critical friend to give direction
Follow the methodology of a similar piece of research
“I DON’T KNOW WHERE I’M GOING WITH IT!”
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J. Vincent | York St John University | 2013
“I JUST CAN’T GET STARTED”
Spend 1 minute writing about anything…Might write about:- How you are feeling about your job- What you did last weekend - Your favourite film, book, series or
music- Why it is diffi cult to think of things to
write about when someone asks you to
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J. Vincent | York St John University | 2013
“I JUST CAN’T GET STARTED”
How many words did you write?
Was it easy or hard?
Free writing is a way of ‘warming up’ for writing. Murray (2006) suggests spending 5 mins free writing about your topic in order to get you going.
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J. Vincent | York St John University | 2013
DIFFERENT STYLES OF CHAPLAINCY WRITING
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J. Vincent | York St John University | 2013
Skim read one article each in your groups
Write down in no more than 50 words what it is about
Explain how it does or could relate to university chaplaincy
What do you think?
READING TASK
Theological reflection
Narrative research
Case Studies
Quantitative
research
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J. Vincent | York St John University | 2013
Be able to explain the key ideas
How has it been or could it be applied to HE chaplaincy writing?
Evaluation: what do you think?
THEOLOGICAL REFLECTION
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J. Vincent | York St John University | 2013
“Reflective practice writing is a way of expressing and exploring our own and others’ stories: crafting and shaping it to aid our understanding and development. These stories are data banks of skill, knowledge and experience: much of our knowing is in our doing…Sharing reflective writings and discussing them in depth enables practice development because the outcomes of reflection are taken back into practice.” (Bolton 2006, p23)
NARRATIVE RESEARCH
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J. Vincent | York St John University | 2013
“Wherever we walk we put our feet on story” (Cicero)Be able to explain the
key ideasHow has it been or
could it be applied to HE chaplaincy writing?
Evaluation: what do you think?
NARRATIVE RESEARCH
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J. Vincent | York St John University | 2013
CASE STUDIES
Be able to explain the key ideas
How has it been or could it be applied to HE chaplaincy writing?
Evaluation: what do you think?
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J. Vincent | York St John University | 2013
QUANTITATIVE STUDIES
Be able to explain the key ideas
How has it been or could it be applied to HE chaplaincy writing?
Evaluation: what do you think?
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J. Vincent | York St John University | 2013
WHICH STYLE WOULD BEST SUIT YOUR AREA?
ARE THERE OTHERS MORE APPROPRIATE?
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J. Vincent | York St John University | 2013
TOOLKIT FOR WRITING
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J. Vincent | York St John University | 2013
TOOLKIT FOR ACADEMIC WRITING
Planning Critical reading strategies
Analytical writing strategies
Reviewing techniques
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J. Vincent | York St John University | 2013
WHAT MAKES A SUCCESSFUL PIECE OF WRITING?
Be clear what you want to say
Consider your thesis and write an initial plan
Find out where and how the academic literature fits with your thesis and what patterns are emerging
Separate your thinking into logical points that work to form your argument/prove your thesisSelect literature/evidence that support your points
In your writing, develop each main point into a paragraph, supported by evidence that leads towards your conclusionReview your work for logic and to ensure that it follows the writing conventions of the journal/publication
Essay journey
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J. Vincent | York St John University | 2013
A topic is merely the subject of your essay: for example, Chaplaincy in England.
What you have to say about that topic is your thesis. A thesis is not a statement of fact, but rather a statement of your view of that fact ; not “University chaplaincy is under threat” but “University chaplaincy is under threat as a direct result of philosophical, theological and financial reconsiderations of the role in the twenty-first century.”
Then the evidence you bring to support your thesis, together with the way in which you arrange it, is your argument.
TOOLKIT FOR WRITING: PLANNING
Topic Thesis Argument
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J. Vincent | York St John University | 2013
Initial thinking and plan
Reading
THE PLANNING CYCLE
Some like to continue this process throughout their writing - constantly building up their argument as they
go.
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J. Vincent | York St John University | 2013
In using literature for academic writing, Hart (2000) states, “Quality means appropriate breadth and depth, rigour and consistency, clarity and brevity, and eff ective analysis and synthesis, in other words, the use of the ideas in the literature to justify the particular approach to the topic, the selection of methods, and demonstration that this research contributes something new.” (Hart, 2000, p1ff)
READING: BREADTH AND DEPTH
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J. Vincent | York St John University | 2013
Read widely to place yourself/ideas in academic landscape
You can’t read everything - be selective Read for specific questions or aspects of your
thesis / argument
TOOLKIT FOR ACADEMIC WRITING: READING
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Read for meaning / main ideasBe critical in your reading – use a
reading frame to assist and to help you organise your notes.
TOOLKIT FOR ACADEMIC WRITING: READING
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J. Vincent | York St John University | 2013
Use the writing frame provided to make notes on a section from one of the articles we looked at earlier
How could you improve it or make it more effective for your needs?
TOOLKIT FOR ACADEMIC WRITING: READING
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J. Vincent | York St John University | 2013
Analyse the literature for patterns and themes
TOOLKIT FOR ACADEMIC WRITING: READING
Force yourself to sum up the main ideas from a text in 10-15 words
Write them on small pieces of paper/post-it notes
Move them around according to themes and logic
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Build a free-standing structure out of the marshmallows and cocktail sticks that can hold the weight of an orange for more than 5 seconds…
TOOLKIT FOR ACADEMIC WRITING: WRITING
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J. Vincent | York St John University | 2013
Be clear what are you arguingEnsure that your argument flows and
links throughout each paragraph and section towards the conclusion
Make sure that your arguments (marshmallows and sticks) can hold the weight of your conclusions (orange)
TOOLKIT FOR ACADEMIC WRITING: WRITING
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J. Vincent | York St John University | 2013
MAKE YOUR PARAGRAPHS COUNT
Topic Sentence (My point)Developing sentences (Moreover, my point)
- Defining, classifying, expanding- Give reasons, effects or examples- Contrasting, describing, explaining- Refuting counter argumentsClosing or transition sentence (Therefore)
Adapted from: http://www.soas.ac.uk/add/studyskills/helpyourself/
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J. Vincent | York St John University | 2013
EXAMPLE PARAGRAPH
An economic system is defined by Dixon as the system of “production, distribution and consumption of goods and services” (1981, p12). More abstractly, it is the set of principles and techniques by which problems of economics are addressed such as the problem of scarcity through allocation of finite productive resources (Castro, 1994). It is composed of both people and institutions, including their relationships to productive resources, such as through owning and exploiting property. Examples of contemporary economic systems include capitalist systems, socialist systems and mixed economies. Cuba, for instance, is said to be socialist which refers to its domination by a political, bureaucratic class attached to one single communist party. This party follows Marxist doctrines and claims to represent the proletariat, though in a non-democratic fashion. It is clear that “economic systems” in the sense defined can be viewed broadly and is often driven by the culture in which it is situated.
Topic sentence | Development (classifying/examples | Closing/transition
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J. Vincent | York St John University | 2013
EXAMPLE PARAGRAPH
An economic system is defined by Dixon as the system of “production, distribution and consumption of goods and services” (1981, p12). More abstractly, it is the set of principles and techniques by which problems of economics are addressed such as the problem of scarcity through allocation of finite productive resources (Castro, 1994). It is composed of both people and institutions, including their relationships to productive resources, such as through owning and exploiting property. Examples of contemporary economic systems include capitalist systems, socialist systems and mixed economies. Cuba, for instance, is said to be socialist which refers to its domination by a political, bureaucratic class attached to one single communist party. This party follows Marxist doctrines and claims to represent the proletariat, though in a non-democratic fashion. It is clear that “economic systems” in the sense defined can be viewed broadly and is often driven by the culture in which it is situated.
Topic sentence |Development (classifying/examples) | Closing/transition
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J. Vincent | York St John University | 2013
Backwards outlining exercise:Write out summary statement for
each paragraphIf struggling – consider revising,
deleting or movingDoes point support your main
argument and lead to your conclusion?
TOOLKIT FOR ACADEMIC WRITING: BACKWARDS OUTLINING
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Q&A
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Astley J., Francis L. J., Robbins M.,(2012) Assessing attitude towards religion: the Astley-Francis Scale of Attitude towards Theistic Faith, British Journal of Religious Education , Vol.34 No.2, 183-193
Bolton G., (2006), Refl ective Practice: Writing and Professional development (2nd Ed), London, Sage Publications Ltd
Fitchett G, (2011), Making Our Case(s), Journal of Health Care Chaplaincy , Vol.17 No.1-2, 3-18
Hart, C. (2000) Doing a Literature Review, SAGE Publications Ltd, London
Murray, R., (2005) Writing for Academic Journals , Maidenhead: Open University Press-McGraw-Hill.
Murray R., (2006) How to write a thesis , Maidenhead: Open University Press-McGraw-Hill.
Swinton J., (2002), Rediscovering Mystery and Wonder: Toward a Narrative-Based Perspective on Chaplaincy, Journal of Health Care Chaplaincy , Vol.13 No.1, 223-236
Warren H.A, Murray J.L, Best M.M, (2002) The Discipline and Habit of Theological Refl ection, Journal of Religion and Health , Vol 41, No 4, 323-331
REFERENCES