Category Archives: Inspiration and motivation

Centre for Academic Communication welcomes graduate students

Academic Writing, Centre for Academic Communication, First year in graduate school, Focus strategies, Inspiration and motivation, Make writing social, Motivation, Posts by Madeline, Time management, Tutoring, Writing groups, Writing resources

Whether this is your first week in a graduate program or you are a seasoned grad student, we welcome you.

The Centre for Academic Communication (CAC) offers a wide range of services to grad students: from one-to-one tutoring and coaching to workshops and English conversation café. However, in this brief post, I’ll focus on just two of the services we offer: our Brightspace self-enrolling resource hub, called CAC Online, and our weekly Grad Writing Room.

CAC Online in Brightspace

We’ve created an online version of the CAC that you can access 24/7. Our CAC Online Brightspace is self-enrolling—once you are signed into UVic Brightspace, go to “Discover” in the top menu and find “CAC online.” Once you are in the site, explore multimodal material about all types of academic communication plus resources just for graduate students on how read critically, write strategically, present effectively, and publish your work.

Grad Writing Room

 Writing can be a lonely enterprise. Would you like quiet companionship as you think and write? Sometimes, just sitting next to other students who are also on the graduate school journey can make you feel part of a community. Our weekly grad writing room makes the solitary act social. We’re all in this together!

On Wednesdays from 1 to 3 p.m., meet other grad students at the CAC grad writing room. Bring your laptop or pen and paper. We’ll work on our individual writing projects alone, but we’ll be together for solidarity. A CAC tutor will be available for consultation from 1 to 2 p.m. No registration required.

We’re located in the McPherson Library. Walk down the main hallway and turn right just after Classroom 130; we’re at the end of the Learning Commons. On the map you’ll see CAC staff members’ offices marked with hearts. Can’t wait to meet you!

Map of the CAC

Tip of the day: Did you know the CAC now offers appointments in time management? When making an appointment  (first, create an account), select the schedule, “Time Management + more.”

Procrastinating? Feeling stressed? Read on…

Deadlines, Education, Environment, Goal setting, Graduate student writers, Inspiration and motivation, Mental health, Motivation, Procrastination, Productivity, Stress, Time management

Two of our learning strategists, Brodie and Hannah, offer their thoughts on the timely topics of procrastination and stress. If you want to consult with a learning strategist about time management or goal setting (in-person or on Zoom), book an appointment: https://uvic.mywconline.com/

Some Thoughts on Procrastination

By Brodie

If you are anything like me, at this time of year just after reading break, it is easy to put your writing on the backburner and procrastinate. I am sure that we are all master excuse-makers by now! So, let’s see if I can give you some ideas about how you can put your writing back on the front burners and get cooking again (or writing, but you know what I mean!).

Build some awareness about your patterns with procrastination. When do you procrastinate? How, or in what way, do you procrastinate? Or maybe why? Understanding these questions will help you to put in place strategies that will reduce this pattern.

Feeling overwhelmed with your writing? Try breaking it down into smaller chunks. I am always reminded of the ancient Chinese philosophy of Lao Tzu “a journey of a thousand miles begins with a single step.” Sure, I admit that sounds cheesy, but practically, taking smaller steps toward your writing goal is a good way to reduce those overwhelmed feelings and build a little momentum.

What about your environment? Is there a particular space that tends to support you staying focused and on task? Or do you try writing in spaces where there are lots of potential distractions? Knowing the kinds of distractions that curb your focus can also support you in creating a writing space that is beneficial to being productive.

Not sure exactly what or how you should be writing? It can be easy to procrastinate if we are not confident about what we need to do. Try taking a moment and explain to yourself what the purpose of your task is and what needs to be included in your writing. Next, ask yourself what aspect is confusing or unclear about your writing task and use that information think about the resources (i.e., supervisors, classmates, library supports, textbooks, etc.) that you can access that will help fill in some of your missing gaps and encourage you to regain your confidence with your writing task.

Hopefully, a few of these ideas will get your brain thinking. If you want to talk more, try booking an appointment for an individual consultation and explore personalized strategies to help you take back some control from the procrastination: https://uvic.mywconline.com/

Stress Management for Graduate Students

By Hannah

Stress is a fact of life. It is especially significant when one is a graduate student facing academic, professional, and personal challenges. Balancing academic rigors, professional demands, and personal life can be very challenging and stressful and if left unmanaged, it can disrupt life. What coping strategies can a graduate student use to keep stress at bay? Here are six strategies to start with.

  1. Assess your stress. Identify your sources of stress. Is your stress academic or non-academic? Being aware of your stressors is the first step to keep stress at bay.
  2. Find what works for you. Now that you have identified your stress, check what works for you. Does exercise help? A warm bath perhaps? A walk outside? Or meditation? Physical and mental activity such as mindful meditation is beneficial in combatting stress.
  3. Manage your time. Graduate studies is not just academics. It’s a delicate balance between academics and non-academic factors in your life. Master time management, stop procrastinating, take control of your calendar, and simply just do what needs to be done.
  4. Remind yourself of your long-term goal. Keeping track of your long-term goal help with motivation. Remind yourself why you are in graduate school and the opportunities you have received and will continue to receive in this journey.
  5. Celebrate small victories. A thousand miles always begin with one step. Your small victories are steps you take towards your long-term goal in graduate school and beyond. Celebrate them.
  6. Seek help. Various help services are available on campus. As graduate student, you have access to help services that will help you in when your academic journey becomes stress ridden.

References:

https://blogs.tntech.edu/graduate/2020/09/09/stress-management-for-students/

https://www.colorado.edu/today/2020/11/03/managing-stress-grad-student

https://gsm.ucdavis.edu/blog/5-tips-grad-school-stress

https://gsas.harvard.edu/student-life/harvard-resources/managing-stress

https://gradschool.duke.edu/student-life/health-and-wellbeing/tips-dealing-stress/

About Brodie

Photo of Brodie, one of the writers of the post

Brodie grew up in Ottawa, or the traditional unceded territory of the Algonquin Anishnaabeg people. As a certified teacher, he has worked with young people and families in a wide variety of contexts including outdoor experiential education, school-based support, substance use counselling, and inpatient mental health. If he is not working or studying, you can find him playing disc golf, and mostly likely, contemplating how he can apply SRL theory to improve his game (much to the chagrin of his disc golf partner!).

 

About Hannah

Hannah was born and raised in Surigao City, Philippines. She is currently in Victoria, working on her Master in Education International Cohort degree. She is passionate about teaching and has been teaching in a state college in the Philippines for 15 years. Her free time is spent with her family exploring and integrating in the Canadian way of life.

Being Vulnerable in Writing

Academic Writing, Creative writing, Graduate student writers, Inspiration and motivation, Make writing social

We live in a world, that, to put it mildly, is less than kind at times. As the days go by, we may well feel poked, prodded, or just, simply, wronged. I’m sure we can all relate, I mean it’s hard to go through a year, let alone a day, without something being irksome. With all these pains, worries and injustices, who wants to open themselves to others, to be vulnerable; it may be the last thing on your list of things to do. Yet, we know great things can come from being vulnerable—think of the journeys we make to foreign places, the personal conversations we find ourselves in, or, simply, the unexpected events that life throws to us; it’s not all bad. In fact, how would we grow as people, as individuals, as a community, without being vulnerable to something, someone, or the world at large (or, without some other thing being vulnerable to us?).

Vulnerable Life

In our world, being vulnerable is not only part of daily life, but also part of the practice of being a writer. Being vulnerable in life is as vital as it is in being able to write well; why then do we worry about opening up, about sharing our deepest thoughts and feelings when we witness not only the pain such experiences bring, but also the positivity. You are vulnerable, I am vulnerable, together it is inescapable.

Ours, however, is a society where vulnerability is wedded to a certain weakness. Gender stereotypes and general prejudice abound when considering the baggage that comes with being vulnerable. We don’t know our teacher but we know that, if you want success, or to be a leader, you have to toughen up and close the world off: just be ‘you’, a promethean character, we are told. This “fear of vulnerability” is a pathology, not just for us as social beings, but as writers; seriously, who likes writing that is closed to the world? Who is moved by writing that is ironclad, fortress-like, cold and closed?

Being Vulnerable and Using vulnerability

To feel the connection between vulnerability and authenticity is not novel, nor is noticing the power vulnerability has to move people and change yourself. What makes for moving stories, for moving writing, is vulnerability to your audience. Turning towards the need to be vulnerable in writing isn’t simply about being personal; it is about being open to the world as a wider life practice. While, usually, being vulnerable means we have to be ‘deep’, it doesn’t have to be; maybe being vulnerable happens in small ways, with small steps rather than deep plunges. It is time to embody the vulnerability that makes your writing alive to the world and all that happens in it. We must start by asking ourselves, which writing is not vulnerable to us, as readers?

Critically, vulnerability isn’t just a useful rhetoric practice, a deployment of pathos: it is but a part of living. Here, Brené Brown, distinguishes ‘using’ vulnerability and ‘being’ vulnerable; as Jane Harkness says “there is a stark difference”. The point for us, the laypeople, is that being vulnerable in and with our writing is about opening a space for dialogue, a space where we can write, think and be together, where we can grow, and, as Haraway says, “stay with the trouble”.

Being Vulnerable with Others

But how can we learn to be vulnerable in and with our writing? Here are some steps we can take:

  • Be honest and trusting (we aren’t escaping being vulnerable to the world any time soon, trust that others are there for you)
  • Do writing exercises (small essays, little scribbles, anything that isn’t too serious) – share it with others; de-escalate the fear you have of the experience
  • Visit writing centres, us included (engaging with professionals may help depersonalise the whole experience)

We are not immune to being vulnerable, we need vulnerability for our writing to be itself, even if we are not of a literary mindset. We need vulnerability to be willing to change ourselves, and our writing; we need vulnerability to be willing to listen to the comments, thoughts, and criticisms others have of what we say. So, whoever you are, remember that good writing isn’t closed and invulnerable; it is there to be open, ready to reveal itself to world. I’m ready to be open to the world, are you?

About the Author:

Luke Lavender

Hey, I’m Luke, a masters student in Political Science with a Concentration in Cultural, Social, and Political Thought at the University of Victoria; I am working to work out what I am actually working on. I completed my undergraduate in the UK with a year abroad of study in Munich, Germany. Now, I find myself acting as the Teaching Assistant Consultant for Political Science, an International Teaching Consultant, and as a Graduate Student Tutor at the Centre for Academic Communication.

Coming Out of the Cave: Playing with Reflexive Writing

Academic Writing, Creative writing, Graduate student writers, Inspiration and motivation, Make writing social, Voice, Writers writing about writing

By Luke Lavender

“How MUCH my life has changed, and yet how unchanged it has remained at

bottom!” – Kafka, Investigations of a Dog

Clack go the keys; your mouse moves across the screen, in a lazy manner, hovering over the text you have managed to write and pour out. Your brain is weary, your eyes are adjusting—right, let’s see what we have managed to put into the world. Oh, no, what I am I saying here, how does Trump relate to this, am I really claiming THAT!? Wait, is that it? How did I get here, what was I saying, where was my writing going—is there no going back, I want to find what I was meaning to say before I lose myself in this cave.

Lost, lost, lost; our writing is screaming to say something, but it’s lost, I am lost in my writing. These feelings abound, as an undergraduate, graduate, postgraduate, as someone who simply is trying to speak to others. I’m sure we’ve all been here before, in that dark cave where what you are saying does not connect to what you mean, where you, your words and speech, are not in dialogue with your thinking, your intention—how does it happen, does it always have to be this way, can I not be myself in my writing?

It is not uncommon that we are told to avoid you, the subject of you, the subject of personal subjects in writing.  As we ‘refine’ what we say, we find it common to try and escape ourselves in that process; we are told to write an argument, but make sure it is the argument that speaks, that you are not yourself in your text. In fact, in a certain way, is our writing not writing about avoiding that subject, the subject that we are? Sometimes, these lessons are personal and conscious—feedback asking us to not be so personal, to distance the writing from ourselves, to make sure that the writing speaks for itself—sadly, it is also an unconscious process; for many of us, writing operates through what Butler calls, in Excitable Speech, a “logic of censorship” that makes speaking, writing and dialogue, possible. Paradoxically, we are told to censor and write without ourselves, but why?

Formally the reasons abound, the father of them, is objectivity; “Academic writing should be objective… the language of academic writing should therefore be impersonal, and should not include personal pronouns, emotional language or informal speech”. For many this is all well and good, by eliminating use of the ‘I’ or yourself in the writing, we can escape bias, the tainted world of experience, and actually come into knowledge, true knowledge, knowledge that exists irrespective of a subject, a ‘you’, who does the thinking. Allegedly this leads to greater clarity, clearer reasoning, and more transparent writing; but does it? Is this all it does?

It seems sensible that objectivity removes us from what we say, so sensible that we miss the wider circle we find ourselves in: being objective requires being opaque to yourself in the writing, to not be reflective about what you think, let alone what you write. In this circle, we lose a grasp of the edges of our writing, it turns from being a cave into becoming a tomb; the writing becomes dark, you can’t find your way around it, let alone, get out of it—we find ourselves trapped into writing objectively and destined to find ourselves as mummified within hieroglyphics that we can’t even decipher. What a sad fate for objective knowledge, for objective writing, for an objective author; is this truly our destiny, can I not, myself, start understanding what I want to say? How, in a word, do we come to know the edges of ourselves, our writing, and what we are saying through writing itself? Should writing not be the means by which we not only illuminate our minds, but, fundamentally, learn about the thoughts that we have? Should writing not be about becoming aware of the thoughts we have and how to express them?

What could be a more perfect recipe for getting lost than the reflex to not be you in your writing, to write without yourself in the process? This is a concern that dogs the philosopher Raymond Geuss in the book “Philosophy and Real Politics”; the tendency of our philosophy, thinking, and, ultimately, writing is to lead us away from ourselves, to shut the doors on thinking about how your writing speaks to others, but also, reflects yourself. No wonder then, that, Mihaela Mihai calls for “responsible” and “responsive” theorising, a practice of being responsive to the realities of the world, and yourself in that world. Can we not take a stand and ask for a turn towards responsible and responsive writing? And what would it entail? A writing that, in its very existence, is reflexive, knows the edges of what it says, what it thinks, and what it thinks it says in contrast to what it actually says; a writing that is not entombed in objectivity, but open to itself. It is about making writing an exercise in reflection.

Are we not lost souls because we think our writing is transparent when it is actually opaque? Are we not in this cave because the way we are taught to write, academically, leads us away from being reflexive with what we say, and from knowing the limits of writing, from ourselves, on the page? So, as we turn to outside help, to others to help us say what we think and be transparent, perhaps we can try and recognise the vitality of being responsible and responsive as we write; in other words, of writing reflexively. This may happen in small steps, but perhaps we can collectively practice this lost language of ourselves in writing: journal, explore, and, above all, write about ourselves. We must play with our writing; so play, like I am in this very post, in this very writing. It doesn’t have to be objective, but it has to talk about you—give it a go with me, maybe we can find get out of the cave and find our paths together?

This first step—of turning writing into a reflexive exercise about reflecting on yourself, your thoughts, your limits—is exactly what we need if we want to know who we are and what we are saying when we put pen to paper, finger to key, and expose our writing-self to the world. So, let us not avoid the subject within writing, let us reflect on how to write reflexively. I for one, am tired of being lost in my own work.

About the Author:
Luke Lavender

Hey, I’m Luke, a masters student in Political Science with a Concentration in Cultural, Social, and Political Thought at the University of Victoria; I am working to work out what I am actually working on. I completed my undergraduate in the UK with a year abroad of study in Munich, Germany. Now, I find myself acting as the Teaching Assistant Consultant for Political Science, an International Teaching Consultant, and as a Graduate Student Tutor at the Centre for Academic Communication.

A beam of light, a mirror, or an axe: Writing as self-discovery

Cognition and writing, Cognitive process and writing, Creative writing, Dissertation writing, Inspiration and motivation, Motivation, Posts by Emily, Reading, Writers writing about writing, Writing resources

By Emily Arvay

Image credit: North News & Pictures Ltd. Creative Commons Licence.

“The well of inspiration is a hole that leads downwards” (Atwood, 176).

Margaret Atwood and Hélène Cixous suggest that all writing is motivated by a compulsion to explore the deepest parts of ourselves. Both authors argue that writing serves to illuminate “an underworld” to draw unacknowledged or unexamined insights back into the light (Atwood, xxiv). Whereas Cixous compares writing to plunging deep into the earth or ocean (5), Atwood compares writing to entering a dark labyrinth or cave with no opening:

“Obstruction, obscurity, emptiness, disorientation, often combined with a struggle or path or journey – an inability to see one’s way forward but a feeling that there [is] a way forward, and that the act of going forward eventually [brings] about the conditions for vision.” (xxii-xxiii)

For Atwood, writing is midwifed in darkness through which inspiration appears as a flash of light (176). Simply put, writers who enter this underworld serve to illuminate that which is already present but unseen.

For Atwood and Cixous, the process of reading shares many of the same properties as writing: a reader enters a text from a place of darkness, unsure of where that text may take them, and temporarily loses then regains their sense of self in the process. As Cixous describes, to be a reader is “to lose a world and to discover that there is more than one world, and that the world isn’t what we think” (10). Ultimately, both authors acknowledge that writing-as-self-discovery is not an easy process – that any attempt to write with integrity is “an exercise that requires us to be stronger than ourselves” (Cixous, 42). It is perhaps for this reason that Kafka once compared writing to “an axe” to break “the frozen sea inside us” (as cited in Cixous, 17). Whether understood as a beam of light, a mirror, or an axe, Atwood, Cixous, and Kafka teach us that the process of writing, however imperfect, may gift the writer with the means to ascend towards a more luminous, expansive, or magnanimous awareness of self.

Works Referenced

Atwood, Margaret. Negotiating with the Dead: A Writer on Writing. New York: Cambridge University Press, 2002.

Cixous, Hélène. Three Steps on the Ladder of Writing. New York: Columbia University Press, 1993.

About the author:

Emily Arvay completed her PhD at the University of Victoria in 2019 with her thesis “Climate Change, the Ruined Island, and British Metamodernism.”  Since then, she has worked as a Learning Strategist and EAL Specialist at the University of Victoria. She is currently conducting further research on the intersections between literary metamodernism and contemporary climate fictions.

 

 

 

Summer bummer and working to white noise

Academic Writing, Deadlines, Distractions, Environment, Focus strategies, Goal setting, Inspiration and motivation, Posts by Emily, Procrastination, procrastination, Productivity, Time management, Writing resources

By Emily Arvay

© University of Victoria

As the weather warms, it can be increasingly tempting to cast off thesis or dissertation work in favour of a strawberry gelato, or pick-up baseball, or a fluffy beach book. Ironically, it is often during the summer months that graduate students find themselves bogged down with preparing for major field exams, thesis or dissertation writing, or condensed language-requirement courses. For many, the intensity of graduate work during the summer months might mean having to forgo that picnic in the park or rousing beach bonfire. One tactic for warding off such tempting distractions is to pretend, at least temporarily, that summer doesn’t exist. To drown out the squeals of children leaping through sprinklers, you might try losing yourself to the quiet din of a busy library, steady rainfall of a winter storm, or smoothing balm of furniture music. Rather than bemoaning those mint mojitos you’re missing out on, you might try embracing your newfound status as a den-dwelling troglodyte by closing those curtains, silencing those devices, and riding out that tsunami of graduate schoolwork with this ten-hour loop of rainy-day jazz. Although it won’t be easy, you might approach your thesis or dissertation project as you would a sandy band-aid: by pushing through the short-term pain of getting those drafted chapters off to your supervisory committee as quickly as possible. Then, once sent, you can treat yourself to a much-deserved break. Long-awaited, that beach-side lemonade will taste all-the-sweeter.

About the author:

Emily Arvay completed her PhD at the University of Victoria in 2019 with her thesis “Climate Change, the Ruined Island, and British Metamodernism.”  Since then she has worked as a Learning Strategist and EAL Specialist at the University of Victoria. She is currently conducting further research on the intersections between literary metamodernism and contemporary climate fictions.

Too much to do and not enough time?

Academic Writing, Anxiety, Centre for Academic Communication, Deadlines, Distractions, Focus strategies, Goal setting, Inspiration and motivation, Mental health, Motivation, Organization/ Order, Planning, Posts by Emily, Procrastination, procrastination, Productivity, Stress, Time management

By Emily Arvay

 

Q: Why is time management so hard?

A: There are many different reasons for why time management is hard. Lots of students might wait until things are already off the rails to think about time-management. And when you are in triage mode and putting out fires, taking the time to create a time-management plan can seem counter-productive. Also, students sometimes create vague or unreasonable time-management plans that set them up for failure. So within a week of setting up their plan, they are already behind and then just abandon the plan.

Often, time-management plans are unworkable because the student has neglected to really think through and spatialize their course requirements in enough detail. Frequently, students already in a state of panic about missed assignments and late penalties might find it challenging to think through complex processes in a step-by-step way due to elevated cortisol levels that often come with anxiety, not to mention sleep deprivation from pulling successive all-nighters.

Ironically, one of the great benefits of building a reasonable time-management plan is that it can greatly reduce that sense of panic by restoring to students a sense of control over their lives – once the plan is in place, a student need only review the items for a single day, hold those items in mind, and let go of the rest. So, to use a metaphor, instead of staring at the top of a mountain wondering how can I possibly climb that, a student need only look to the closest tree and hike to that point.

More importantly, having a good plan in place can prevent burnout because it enables students to give themselves guilt-free permission to set school-related activities aside. If you have ticked all of your to-do boxes for the morning, you can go for that walk to the ocean. Or, if you have completed the task you needed to do after dinner, you can binge-watch whatever new series you enjoy without feeling that you are somehow not doing enough.

One added perk that comes with good time-management plans is that students often find interpersonal tensions related to poor well-being or the perception of overvaluing school at the expense of significant relationships really improves, which can generate a supportive and motivating feedback loop.

But setting aside the impact of stress, anxiety, sleep deprivation, and interpersonal strain, more commonly students may not give much reflective thought to how much time it takes to complete different tasks and then do the math to see what that process looks like when spatialized.

 That is, not many students time themselves to see how long it might take to read one page of a challenging but not overly difficult academic article, or how long it might take to write 250 words of an essay. So, in underappreciating how long certain tasks might take, students also can set themselves up for failure in terms of time-management.

Most often, when I ask to see how students are presently managing their time, what I see spatialized are assignment deadlines, marked in an agenda or on their computer calendar, or on the whiteboard. What I most often see are a string of dates for submission: something along the lines of submit English research paper today at midnight and that’s it. Or a student may dedicate large coloured squares of time to different subjects: on Mondays, there might be a large blue square for Math in the morning and then a large green square for Biology after lunch, but without any indication of what particular tasks are intended to be completed during those intervals.

What is notably absent from most time-management plans are the most important elements: catch up times and necessary activities such as buying groceries, eating, sleeping, getting exercise, socializing, doing things that make you feel good about your life.

Also, sometimes what students “label” poor time-management might actually be something else, such as procrastination due to perfectionism, or writer’s block due to a fear of failure seeded by familial expectation, or a sense of dread created by overly-critical thoughts, or poor self-discipline from a lack of intrinsic motivation or greater sense of academic purpose.

So for students who find it difficult to stick with an otherwise reasonable and well thought out time-management plan, it might be worthwhile to give some thought to what, in particular, is behind poor time-management. In those moments when a plan is abandoned, it might be worthwhile to draw greater awareness to what kinds of thoughts or feelings might be surfacing to prevent the completion of that task? If the underlying issue is perfectionism, or fear of failure, or lack of purpose, there are related strategies students might use to overcome those challenges too.

 Q: What are some effective strategies?

A: To create a time-management plan with enough detail, I would forgo sticky notes, or those tiny paper planners, or even a white board in favour of a some type of electronic planner, if possible. This strategy often allows students to squeeze in more information, cut and paste items efficiently, and even automate important reminders. But really, use whatever system will work, since there is no point in generating a time-management plan that is not regularly consulted and, for some people, the physical reminder of a white board is key.

I would recommend that students build comprehensive time-management plans in the first week of the term when they have access to all of their course syllabi. First, I would recommend coding in necessary items, such as meal times, ideal start and stop times, times for exercising, times for commuting to work, times for enjoying hobbies, times to enjoy friend or family commitments. Perhaps you might decide to take each Saturday off to recoup from school?

Then code in major deadlines, noting the weight/value of each, time they are due, preferred method of submission. Then spatialize, working backwards from the deadline, all the tasks required to complete that assignment. So if the assignment is a seven page research paper requiring you to cite ten academic sources, code in the time to write each of those seven pages, time to create your outline for writing, time to collate notes and quotes from selected sources, time to read those ten sources, time to locate and upload or print those sources. Once this process is complete, time also to book an appointment with a CAC tutor, and time to integrate their feedback into your final draft before submitting that assignment.

I would do the same process for each major assignment, leaving in one hour of catch up time for each hour of time worked so that if things really start to slip sideways, if there is an unexpected illness or extenuating life circumstance that pose a setback, there is still plenty of wiggle-room left to shift items around.

Likewise, I would ask each student to give some thought to how long they can reasonably focus. Some students prefer to work for two-hour intervals without interruption followed by a long break. Some students find they focus best in 25 minute intervals with 5-10 minute breaks. Some students do their best work early in the morning, with their first cup of coffee. Some students work best after dinner into the wee hours of the night. Regardless of whether you are an early bird or night owl, you might give some thought to what time of day you tend to sustain greatest focus, think most clearly, and can produce your best work. If you can identify that time, I would complete your most challenging task then.Likewise, you might give some thought to the hours of your day that you tend to feel more foggy or sluggish (for many this is right after eating a large meal, or right before bed) so you might want to devote your easiest work to those periods of time?

You might also think about ways you might incentivize the completion of hard tasks. Perhaps you might go for a run, then sit down to complete a hard task. Or perhaps you might complete the hard task knowing that, once completed, you can reward yourself by listening to your favourite song, or watching comedy on Youtube, or eating a bowl of ice-cream.

Q: What should a student do when they simply DON’T have enough time?

A: If you find yourself in triage mode, it might be wise to adopt a “good enough” mentality that is dispassionately strategic. To this end, you might consider….

  • Which assignments are worth the least? Which readings do you NOT have to read? Which feed into assignments? Which readings can you skim?
  • Read the abstract and headings. Read only the intro and conclusion and forget the middle. Read topic sentences. Read phrases that are italicised or in bold. Read (peer-reviewed) reviews of that work to obtain a scholarly synopsis (rather than online cliff notes, etc).
  • Tag team with a trusted classmate. You read one article and they read the second; you share with each other what you have learned.
  • Ask instructors for extensions as soon as you realize you are in an impossible time crunch. Avoid asking for extensions on the day of your assignment deadline. Keep your email to your instructor simple and straightforward. Include your full name, course section, and V number. You do not need to explain why you are requesting an extension beyond using a phrase such as “difficult extenuating circumstances.” Suggest an alternative deadline, one that gives you more time than you need to avoid having to ask for an extension on your extension! Thank your instructor for their time and consideration.

 For more time-management strategies, you might listen to this podcast.

 About the author

To show the author's faceEmily Arvay completed her PhD at the University of Victoria in 2019 with her thesis “Climate Change, the Ruined Island, and British Metamodernism.”  Since then she has worked as a Learning Strategist and EAL Specialist at the University of Victoria. She is currently conducting further research on the intersections between literary metamodernism and contemporary climate fictions.

 

 

 

 

 

 

 

 

Let’s write together this fall

Academic Writing, Centre for Academic Communication, Dissertation writing, Distance students, EAL graduate students, Focus strategies, Goal setting, Inspiration and motivation, International graduate students, Make writing social, Mental health, Motivation, Posts by Madeline, Procrastination, Productivity, Time management, Web-based writing groups, Writing groups, Writing resources

Welcome new graduate students and welcome back returning students!

Writing is a big part of your work as a graduate student. Frequently we write alone, and that can feel isolating. Now that we are keeping our physical distance from one another, this sense of isolation can be profound. A great way to break out of isolation and kick-start your writing is to connect with your peers and write together and/or share your writing. Wendy Belcher, editor, teacher, and the author of Writing Your Journal Article in 12 Weeks, is a proponent of making your writing social, whether through involvement in a writing group or with a writing partner. Writing with others can allay writer’s block and other forms of anxiety, make you more productive, and help you feel connected to others.

If you’d like to start your own writing group, The Thesis Whisperer has some tips on how to start your own “Shut up and write” group (you can modify to create online or socially distanced meetings).  Another resource—this one developed here at UVic—is The Thesis Writing Starter Kit, which can also be modified for online meetings.

If starting a writing group isn’t your thing, or if you simply want a pre-made writing group, why not join our virtual writing room on Wednesday afternoons? It’s a great way to set and accomplish small goals while writing in the (virtual) company of others. No registration required, just drop in on Wednesday afternoons between 2 and 4 p.m. (September 9-December 4). You can come in for all or part of the session. A tutor from the Centre for Academic Communication will be there to answer any questions and facilitate.

 Zoom link: https://uvic.zoom.us/j/91672624091 

We look forward to seeing you!

Write for the blog: Be part of the Graduate Student Writers’ Community

Blogs and blogging, Centre for Academic Communication, Environment, Graduate student writers, Inspiration and motivation, Make writing social, Motivation, Posts by Madeline, Writing resources

By Madeline Walker, Editor

Hello. Coming back to the Centre for Academic Communication (CAC) after a year away feels strange. Rather than stepping back into the familiar, welcoming halls of  the library and sharing laughs with students and tutors, I navigate through the disorienting cyber-space of Zoom meetings and online communication. It’s hard to get my footing here. I feel like an astronaut floating far away from the mother ship. I miss you. But it’s great to be back, and I hope to see you in person soon.

Call for blog posts

Please write a post for the blog! This is your community, and we want to hear your voice, your opinions, and your ideas. You can write on anything to do with the experience of graduate student research and writing. Perhaps you could share how graduate research and writing has changed for you since the onset of the pandemic. How have you coped? What do you miss most? Have you discovered any unexpected treasures? Or perhaps you’d like to voice some thoughts on developing an academic identity, writing for publication, or attending conferences.  Maybe you’d like to review a useful book that helped you with your writing or research. Please browse previous posts to get an idea of the range of writing.

Blog posts should be between 250 and 750 words. Use plain English—make your post accessible. I encourage you to

  • provide hyperlinks to resources
  • include a catchy title
  • check out this template (yes, it’s from a marketing perspective, but the guidelines are sound)
  • read  “Write for Us” for further information.

Please send your inquiries and posts to me at cacpc@uvic.ca.

Start your own blog

Writing a guest post for the Graduate Student Writers’ Community blog might stimulate you to start your own blog.

Pat Thomson, academic blogger extraordinaire, claims that blogging has many benefits for the graduate student researcher/writer. Writing blog posts can help you set a regular writing routine, develop authoritative voice in your writing, and practise writing in a conversational style (Thomson & Kamler, Detox your writing, p. 120). She writes that blogging is a “productive way of performing your research for a wider public” (p. 118). If you would like to start your own blog, UVic’s instance of WordPress, the Online Academic Community,  is free for UVic students. Attend a how-to workshop and start blogging!

New Online Resources for Graduate Students at the CAC

The capable team at the CAC have been developing many online resources in the past four months, including CAC Online, a self-enrolling CourseSpaces site  (You must be loggged into UVic to access the link). In particular, I draw your attention to the valuable resources for grad students housed there, including videos by Emily and Kaveh about reading, writing, and publishing your research.

P.S. Pat Thomson and Barbara Kamler’s excellent book on doctoral research and writing, Detox your writing: Strategies for doctoral researchers,  is available from our library as an e-book.

 

 

Seeing the big picture: A review of How to Write a Better Thesis

Academic Writing, Book reviews, Dissertation writing, Inspiration and motivation, Motivation, Posts by Madeline, Productivity, Writing process, Writing resources

By Madeline Walker

David Evans, Paul Gruba, and Justin Zobel. (2014).  How to Write a Better Thesis, 3rd edition. [e-book]. Springer. 173 pages.

When you hit a snag or are feeling lost in writing your thesis, reading a “how to” book can be just what you need.  Such a book might give you a new perspective, a fresh idea, great advice, or motivation to continue. I recommend you have a look at the e-book How to Write a Better Thesis, free and easily accessible in UVic’s library. Writing in a friendly and knowledgeable collective voice, Evans, Gruba, and Zobel cover every stage of the thesis-writing journey.  Surprisingly, they recommend you start by exploring the end-point. Look up institutional expectations for the finished thesis (get guidelines from your department). Then, read theses in your field (this is easy for UVic students; just access UVicSpace and search). These investigations will orient you to thesis-writing’s big picture.

Part of big picture thinking is recognizing that dissertation writing is not a logical, linear journey. Evans et al. (2014) acknowledge that this journey involves both the left and the right sides of our brains: “the process of research is often not entirely rational. . . . Research is a mixture of inspiration (hypothesis generation, musing over the odd and surprising, finding lines of attack on difficult problems) and rational thinking (design and execution of crucial experiments, analysis of results in terms of existing theory) . . . without the creative part, no real research would be done, no new insights would be gained, and no new theories would be formulated” (p. 10, emphasis added).  This claim resonates with my own experience of writing the dissertation: moments of serendipity and light-bulb flashes punctuating long periods of reading, research, and painstaking writing.

Another example of how these writers home in on the big picture is their discussion of aim and scope, where they show how writers sometimes conflate research methods with aims. Using a cogent example of a student named Alistair, they quote what Alistair has identified as the aim of his thesis about attitudes toward a marginal group in Japanese society called the burakumin:

The aim of the research is to establish which groups of mainstream Japanese continue to harbour anti-burakumin attitudes, analyze what those attitudes are and why they have remained extant, and to investigate which political measures are needed to solve the problem. (p. 64)

Evans et al. (2014) rightly ask, “what was the real aim?” and go on to show that Alistair has crammed four aims into one sentence:

  • to establish which group has attitudes,
  • to analyze attitudes,
  • to determine why they persist,
  • and to investigate measures to solve the problem.

According to Evans et al. (2014), the first three “aims” should not appear in the intro chapter, but in the research design chapter. They go on to explain that a common problem for graduate students is that they have too many aims and should identify only one aim that follows as a “logical consequence of the problem statement” (p. 65). Finally, the conclusion should respond to this aim.  So, in a nutshell, they say “stick to a single paramount aim” (p. 65, emphasis in original). This is simple but excellent advice. Less is more.

This book has many strengths:

  • The book is well organized, with introductory chapters on structure and mechanics followed by chapters on each section of the dissertation.
  • The authors are practical and sensible on mechanics; for example, if you are wondering what style is permissible in your writing, “go to the top five journals in your field and determine what style is used. Look, too, at the use of voice to see if it is first person singular, active (‘I investigate’) or perhaps third person passive (‘the event was investigated’). If your work is cross-disciplinary, settle on a single style so that your work is consistent” (p. 29).
  • They provide a comprehensive final checklist, “Dotting the ‘I’s and Crossing the ‘t’s” to review before you submit (pp. 129-136).
  • Summaries are provided at the end of each chapter, so it’s easy to dip in and out of the book and choose only what is relevant to your thesis-writing journey.

Although the authors write from an Australian perspective and they claim their book is suitable mostly for students in the physical, biomedical, mathematical, and social sciences, I believe this book has nuggets of good advice for all thesis writers.

Note: “Thesis” in this book is an umbrella term covering both the master’s thesis and the doctoral dissertation.

About Madeline

Madeline Walker is the Coordinator of the Centre for Academic Communication. She has a PhD in English and enjoys helping students to engage fully with their writing. She loves red and purple, colours of the heart.