Target Group:
- post-docs and/or supervisors of graduate students/doctoral candidates/early-career researchers from various disciplines with experience in the peer review process, publishing, and supervision (English at C1 level according to CEFR)
- or lecturers involved in teaching academic writing/writing for publication/ communication in science (English at C1 level according to CEFR)
Length: Theoretical Foundations - 10 modules (14 October 2024 – 31 January 2025)
Format: Blended-learning course (LMS Moodle + 3 synchronous Zoom sessions; 3-4pm CEST)
Lecturers: Dana Driscoll (Indiana University of Pennsylvania)
Description: A unique international, two-semester, blended-learning training for supervisors and/or lecturers of Writing for Publication/Scientific Writing/Academic Writing. The training comprises Theoretical Foundations course and mentored Teaching Practice. The training aims to support participants in designing and teaching research writing courses for graduate students/doctoral candidates/researchers at the beginning of their careers. During the course, participants explore various aspects of teaching research writing, including rhetorical and genre analysis, feedback, and the publication process (e.g. choosing an appropriate journal, communicating with editors and reviewers, and preparing the manuscript for peer review). Participants will also learn to view writing as a social and emotional activity through which one develops one's identity as a scholar and researcher. As a result, they will be able to use their acquired skills to communicate the general principles of research writing in English and to provide ongoing support with constructive feedback on papers/dissertations.
Participants will learn:
- how to guide students through the writing and publishing, peer review, and revision process
- how to give effective feedback
- how to apply various writing pedagogies to the teaching and supervision of writing for publication
- how to develop a course/workshop on research paper writing for their own setting
Application Deadline: October 14, 2024.
Providers:
- Alena Kašpárková, PhD; VSB-Technical University of Ostrava, Czech Republic
- Kamila Etchegoyen Rosolová, PhD; Czech Language Institute, Czech Academy of Sciences, Czech Republic
- Dana Driscoll, PhD; Indiana University of Pennsylvania, USA
This training was prepared within the project TL01000274 “Publish and Flourish: Publication Activity Support for PhD Students and their Supervisors” supported by ETA Programme of the Technology Agency of the Czech Republic.
What our 'graduates' say about the course:
HOW DID I GROW:
- I understand and appreciate the importance of providing examples and templates.
- I understand how the research supports my teaching and apply the core principles in practice.
- I provide better (more helpful) feedback now. I differentiate direct and indirect feedback.
- I value the peer-to-peer feedback strategies and I corporate them into my teaching.
- As a writer – I´m motivated to write again😊
MY TAKE-AWAYS:
Writing is a very complex process. For students to succeed in their writing for publication, they need to understand that being a good writer is not only about good writing skills. They will need to learn more about their target audience, study the genre that is typical for their field, work on their emotional resilience and time-management skills as well as accept the fact that writing is not a linear process therefore they may often experience rejection and failure.