Credits: 1
Instructor: Chris Elphick (email: chris.elphick[AT]uconn.edu)
Meeting time: Fridays 8 am – 12 noon
Location: Gant W416
Writing workshop runs each semester, providing a place for graduate students to gather, discuss writing, and (most importantly) write. During the fall semester we read and discuss The Writing Workshop (available for free as a PDF) by Barbara Sarnecka – not only full of great advice about writing, but perhaps the best book about navigating graduate school. In spring, we read other related writings. Students can attend either semester, or both, as often as they like; although we set aside a full morning, students do not have to be present for the entire period.
The workshop is NOT a formal writing instruction class, and is definitely not a Science Communication course (for that, look to EEB 5480 (Science Communication I: Speaking to Public Audiences) and EEB 5482 (Science Communication II: Writing for Public Audiences). The intent is to provide a low-key, stress-alleviating way for people to get (a) coordinated peer-support to help keep writing projects (proposals, prospectuses, chapters, papers, job applications) moving forward, (b) an informal place to discuss writing and publication issues, and (c) a place where people can gather to increase “accountability” (i.e., if you have to show up, it will be harder to procrastinate by cleaning the kitchen). We will have the capacity to join virtually (but will make you keep your camera on – accountability, remember!).
Each week, we will set aside a portion of the time to discuss the week’s reading and for peer-review of someone’s writing. The remaining time will be used for quiet writing.
Fall semester schedule (subject to change):2024
| Week | Peer review | Topic | Reading | Notes |
|---|---|---|---|---|
| 30 Aug | Organizational | |||
| 6 Sep | Intro | Sarnecka ch 1 (pp 1-44) | ||
| 13 Sep | Planning time | Sarnecka ch 2 (pp 45-75) | ||
| 20 Sep | Practice of writing | Sarnecka ch 3 (pp 77-110) | ||
| 27 Sep | Literature reviews | Sarnecka ch 4 (pp 111-138) | ||
| 4 Oct | OPTIONAL | Chris gone | ||
| 11 Oct | Sci articles | Sarnecka ch 5 (pp 139-174) | ||
| 18 Oct | Paragraphs | Sarnecka ch 8 (pp 235-264) | ||
| 25 Oct | Sentences | Sarnecka ch 9 (pp 265-290) | ||
| 1 Nov | Words | Sarnecka ch 10 (pp 291-323) | ||
| 8 Nov | Proposals | Sarnecka ch 6 (pp 175-196) | ||
| 15 Nov | Abstracts | |||
| 22 Nov | Presentations | Sarnecka ch 7 (pp 197-234) | ||
| 30 Nov |
THANKSGIVING | Make the scone recipe in Sarnecka … |
||
| 6 Dec | Prep for elevator pitch improv |
Spring semester schedule (subject to change): 2024
| Week | Peer review | Topic | Reading | Notes |
|---|---|---|---|---|
| 19 Jan | Organizational | |||
| 26 Jan | Chris unavailable | |||
| 2 Feb | Chris unavailable | |||
| 9 Feb | Writing results (structure, repetitive results, single analysis presentation, non-significant results, figs vs text, ) | Dynamic ecology on results (be sure to read comments) | ||
| 16 Feb | Reviewing manuscripts | Guidelines from Ecosphere | ||
| 23 Feb | Concise writing for broad audience | Take this writing challenge (write an abstract or summarize your research in 200 words) | ||
| 1 Mar | Writing papers vs proposals | (Subtle) salesmanship | ||
| 8 Mar | Reading sci papers | Carey et al. 2022 | ||
| 15 Mar | SPRING BREAK | |||
| 22 Mar | Introductions – 1st paragraph (is broad to narrow structure, always right?) | Dynamic ecology on intros | ||
| 29 Mar | How to choose a journal | Dynamic ecology on journal selection
Maybe also this (but long). |
||
| 5 Apr | Writing cover letters | Dynamic ecology on cover letters | ||
| 12 Apr | Authorship issues | Responsibilities as an authors | ||
| 19 Apr | Teaching statements | |||
| 26 Apr | Writing as method | St Pierre 2015 (short)
Richardson 2000 (long) |
Possible topics for discussion
The British Ecological Society Short Guide to Scientific Writing
Aubrey and Holyoak 2010: Cover letters for journal submissions
Methods: how much detail is needed
Wilkinson et al. 2016: FAIR principles for data management
Code annotation and review
Making good figures
Figure legends (read this)
Discussion and how to end papers
Organizing literature
How to decide what to cite
Dissertation chapters vs papers: what should a dissertation look like?
Descriptive papers (read this)
Revising (McPhee reading)
Writing corrigenda
Bad writing (by lawyers – but us too …): Martínez et al. 2023
Dynamic ecology on CVs for academic jobs and Info about non-academic jobs
Student support
Student Health and Wellness – Mental Health: (860) 486-4705 (24 hours)
Center for Students with Disabilities
Alcohol, Other Substance Use, and Support
Academic rules and conduct
All students should be aware of the guidelines on academic integrity contained in the Student Code, which is available here.
Important Policies
Policy Against Discrimination, Harassment and Related Interpersonal Violence
The University is committed to maintaining a safe and non-discriminatory learning, living, and working environments for all members of the University community – students, employees, or visitors. Academic and professional excellence can flourish only when each member of our community is assured an atmosphere of mutual respect. All members of the University community are responsible for the maintenance of an academic and work environment in which people are free to learn and work without fear of discrimination or discriminatory harassment. In addition, inappropriate amorous relationships can undermine the University’s mission when those in positions of authority abuse or appear to abuse their authority. To that end, and in accordance with federal and state law, the University prohibits discrimination and discriminatory harassment, as well as inappropriate amorous relationships, and such behavior will be met with appropriate disciplinary action, up to and including dismissal from the University. Additionally, to protect the campus community, all responsible employees (including faculty), as outlined in the Policy Against Discrimination, Harassment and Related Interpersonal Violence, are required to report to the Office of Institutional Equity any information that they receive related to sexual assaults, intimate partner violence, and/or stalking involving a student. An exception to this reporting exists if students disclose information as a part of coursework submitted to an instructor in connection with a course assignment. Even in the absence of such obligation, all Employees are encouraged to contact OIE if they become aware of information that suggests a safety risk to the University community or any member thereof. The University takes all reports with the utmost seriousness. Please be aware that while the information you provide will remain private, it will not be confidential and will be shared with university officials who can help. More information, including confidential and exempt employee resources available for support and assistance, can be found at equity.uconn.edu and titleix.uconn.edu.
Absences from Class Due to Religious Observances and Extra-Curricular Activities
Faculty and instructors are expected to reasonably accommodate individual religious practices unless doing so would result in fundamental alteration of class objectives or undue hardship to the University’s legitimate business purposes. Such accommodations may include rescheduling an exam or giving a make-up exam, allowing a presentation to be made on a different date or assigning the student appropriate make-up work that is intrinsically no more difficult than the original assignment. Faculty and instructors are strongly encouraged to allow students to complete work missed due to participation in extra-curricular activities that enrich their experience, support their scholarly development, and benefit the university community. Examples include participation in scholarly presentations, performing arts, and intercollegiate sports, when the participation is at the request of, or coordinated by, a University official. Students should be encouraged to review the course syllabus at the beginning of the semester for potential conflicts and promptly notify their instructor of any anticipated accommodation needs. Students are responsible for making arrangements in advance to make up missed work.
Information for Students with Disabilities
The University of Connecticut is committed to protecting the rights of individuals with disabilities and assuring that the learning environment is accessible. If you anticipate or experience physical or academic barriers based on disability or pregnancy, please let me know immediately so that we can discuss options. Students who require accommodations should contact the Center for Students with Disabilities, Wilbur Cross Building Room 204, (860) 486-2020 or http://csd.uconn.edu.