Writing on Campus-Based Initiatives 2011 SIT Conference

October 9, 2011 1

Wri$ng  on  Campus-­‐Based  Ini$a$ves  

Strategies  for  Sharing  Your  Good  Work  With  Internal  &  External  Audiences  

 Na$onal  Conference  on  Students  in  Transi$on  

St.  Louis,  MO  October  2011  

Session  Overview  •  Cul$va$ng  a  professional  wri$ng  prac$ce  •  Launching  an  idea  •  GeNng  feedback  on  your  idea  •  Next  steps  

Writing on Campus-Based Initiatives 2011 SIT Conference

October 9, 2011 2

Why  Write?  •  Demonstrate  program  effec$veness  •  Showcase  innova$ve  work  •  Add  to  professional  conversa$on/literature  

•  Develop  greater  insight  into  our  own  work  

Challenges  to  Wri$ng  •  TIME    •  Fear/Anxiety  

– Lack  of  confidence  in  our  own  ability  – Lack  of  confidence  in  finding  an  audience  

Writing on Campus-Based Initiatives 2011 SIT Conference

October 9, 2011 3

GeNng  Started  &  Staying  the  Course  

•  Start  an  idea  file  •  Make  regular  appointments  for  wri$ng  •  Cul$vate  wri$ng  colleague/partner  

TEXT

Rhetorical  Triangle  CONTEXT

AUDIENCE AUTHOR

MESSAGE

What do I know about m

y subject?

Wha

t doe

s my a

udien

ce n

eed

to

know

to u

nder

stand

the

subje

ct?

Who is my audience?

Why now?So what?

Writing on Campus-Based Initiatives 2011 SIT Conference

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Message  §  What  am  I  trying  to  say  in  this  piece  of  wri$ng?  

§  What  is  the  most  effec$ve  way  to  organize  this  piece?  

§  What  evidence  (i.e.,  data,  reasons)  do  I  have  to  support  my  conclusions?  

CONTEXT

AUDIENCE AUTHOR

MESSAGE

TEXT

Audience  §  Will  those  who  read  

the  piece  have  an  inherent  interest  in  my  subject?  

§  What  is  their  knowledge  about  or  experience  with  this  subject?  

§  What  values  or  beliefs  will  they  bring  to  this  piece?  

§  Will  they  be  comfortable  with  my  vocabulary?  

CONTEXT

AUDIENCE AUTHOR

MESSAGE

TEXT

Writing on Campus-Based Initiatives 2011 SIT Conference

October 9, 2011 5

Author  §  What  persona  do  I  

wish  to  project  to  my  readers?  

§  What  strategies  can  I  use  to  enhance  by  credibility  and  authority?  

§  Can  I  use  a  more  informal,  personal  voice?  

CONTEXT

AUDIENCE AUTHOR

MESSAGE

TEXT

A  DIGRESSION  ON  STYLE  

Writing on Campus-Based Initiatives 2011 SIT Conference

October 9, 2011 6

Academic  Voice  Scin$llate,  scin$llate  globule  aurific  Fair  would  I  fathom  thy  nature  specific  Lo\ily  poised  in  the  ether  capacious  Strongly  resembling  a  gem  carbonaceous  Scin$llate,  scin$llate  globule  aurific  Fair  would  I  fathom  thy  nature  specific  

   

Twinkle,  twinkle,  li]le  star  How  I  wonder  what  you  are  Up  above,  the  sky  so  bright  Like  a  diamond  in  the  night  Twinkle,  twinkle,  li]le  star  How  I  wonder  what  you  are  

 

•  Find  the  preposi$ons.  •  Find  the  “is”  forms.  •  Ask,  “Where’s  the  ac$on?”  “Who’s  kicking  who?”  

•  Start  fast—no  slow  wind  ups.  

Lanham’s  Paramedic  Method  (2000)  

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Context  §  Is  it  something  others  have  wri]en  about  before?  

§  If  so,  what  is  new  and  important  about  what  I  have  to  say?  

§  Or  does  my  saying  it  in  different  language  serve  a  purpose  for  those  who  will  read  it?  

§  What  professional  and/or  publishing  conven$ons  govern  the  shape  of  this  message?  

 

CONTEXT

AUDIENCE AUTHOR

MESSAGE

TEXT

FINDING  IDEAS  FOR  WRITING  

Writing on Campus-Based Initiatives 2011 SIT Conference

October 9, 2011 8

Suggested  Outline  E-­‐Source  Ar$cle  •  What  is  the  problem  or  issue?  How  does  it  impact  student  learning,  

development,  or  success?  •  How  have  you  addressed  it?  Describe  strategy(ies)  used  to  deal  

with  the  problem/issue.  •  How  did  the  strategy  work?  Report  assessment  results.  If  formal  

assessment  is  not  available,  how  might  you  account  for  the  success  of  the  strategy?  

•  What  are  the  implica$ons  for  the  future?  What  revisions  will  be  made  to  the  strategies  based  on  assessment  results,  and  how  can  other  campuses  adapt  them  for  different  popula$ons  or  context?  

 

GeNng  Feedback  •  What  is  especially  interes$ng  or  effec$ve  about  this  

dra\?  What  do  you  most  clearly  remember  about  it?  •  What  seems  to  be  the  central  idea  or  purpose  of  this  

piece?  Any  sugges$ons  for  improvement?  •  How  well  does  the  dra\  seem  to  address  its  intended  

audience?  Any  sugges$ons  for  improvement?  •  Are  there  places  in  the  dra\  that  need  addi$onal  details  

or  examples?  

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REFLECTION  

Resources  for  Wri$ng  •  Graff,  G.,  &  Birkenstein,  C.  (2006).  They  say/I  say:  The  moves  that  

ma5er  in  academic  wri:ng.  NY:  W.  W.  Norton,  2006.  •  Lanham,  R.  A.  (2000).  Revising  prose.  Boston,  MA:  Allyn  &  Bacon.  •  Rankin,  E.  (2001).  The  work  of  wri:ng:  Insights  and  strategies  for  

academics  and  professionals.  San  Francisco,  CA:  Jossey-­‐Bass.  •  Rocco,  T.  S.,  Hatcher,  T.,  &  Associates.  (2011).  The  handbook  of  

scholarly  wri:ng  and  publishing.  San  Francisco,  CA:  Jossey-­‐Bass.  •  Zinsser,  W.  (1998).  On  wri:ng  well:  The  classic  guide  to  wri:ng  

nonfic:on  (6th  ed.).  New  York,  NY:  HarperCollins.  

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THANK  YOU!  

For  more  informaFon  or  quesFons:  Tracy  L.  Skipper  Assistant  Director  for  Publica$ons  Na$onal  Resource  Center  for  The  First-­‐Year  Experience  &  Students  in  Transi$on  E-­‐mail:  tlskippe@mailbox.sc.edu  Phone:  (803)  777-­‐6226