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Teachers as academic writers:
  the use of writing groups

        Professor Graham Badley
        Anglia Ruskin University
             Chelmsford, UK

            December 2007
A research question:



           How can university teachers become scholars
           who write and publish regularly?




05/10/12             graham.badley@anglia.ac.uk      2
A proposed solution:
              set up writing groups for those who wish to
               become scholar-writers

              use a practitioner-research approach to
               evaluate writing groups as a way of helping
               teachers become scholar-writers




05/10/12                  graham.badley@anglia.ac.uk         3
Writing groups…
              are small groups of teachers who write and
               read one another’s texts
              provide critical and supportive feedback
              promote growth as scholar-writers
              encourage autonomy and connectedness
              may be tutor-guided yet non-authoritarian
              are self-critical communities of practitioner-
               inquirers

05/10/12                  graham.badley@anglia.ac.uk            4
Ten reasons for joining a writing group:
              promoting self-development and self-refinement
              supporting teachers as academic writers
              helping teachers develop their academic identities
              helping academics improve and increase their written output
              developing an incremental and not a bingeing approach to
               writing
              getting each one’s writing reviewed by other group members
              overcoming fear and anxiety about scholarly writing
              forming part of an institutional strategy to help create a culture of
               research and scholarly writing in the department or institution
              demystifying the processes of writing and getting published
              increasing enjoyment and satisfaction in academic writing




05/10/12                       graham.badley@anglia.ac.uk                          5
Practitioner-research
                     on writing groups involves:


              teachers critiquing both their own texts and
               those provided on academic writing
              both emic (insider) and etic (outsider)
               perspectives
              a continuous, cyclical process of ‘coming to
               know’ and of improving practice


05/10/12                  graham.badley@anglia.ac.uk          6
Practitioner-research
                          uses cycles of:
              planning to write academic texts

              acting (writing the texts)

              observing (reading) the texts produced

              critically reflecting on the texts produced and
               on the process of writing itself

05/10/12                  graham.badley@anglia.ac.uk         7
Practitioner-research
                on writing groups should create:


              a learning community

              a community of (writing) practice

              educational literacy



05/10/12                  graham.badley@anglia.ac.uk   8
Writing groups as learning
                communities should encourage:
              a safe democratic setting for sharing ideas
              engagement with the writing process
              growth as scholar-writers
              organisational change (towards a culture of
               scholarship and writing)
              critical and supportive feedback about one
               another’s writing


05/10/12                 graham.badley@anglia.ac.uk          9
Writing groups as communities of
                practice should help provide:
              a theoretical framework of critical
               conversation about ‘a joint enterprise’
                                                        (Wenger, 1998)

              dialectical tension between action (writing)
               and reflection (critique)
              insights into ‘a shared repertoire’ (Wenger, 1998)
              ‘mutual engagement’ (Wenger, 1998) and ‘a sharing
               of the culture’ (Bruner, 2002)
              growth into (identities as) scholar-writers


05/10/12                   graham.badley@anglia.ac.uk                    10
Writing groups should create
                  educational literacy through:


              helping university teachers become more
               critical readers of all educational texts
              helping teachers become critical writers of
               their own texts
              helping teachers become more self-critical
               about their own educational practice


05/10/12                  graham.badley@anglia.ac.uk         11
Writing groups may become problematic:

              when group loyalty exerts pressure to
               conform to core beliefs and values
              when groups limit individual autonomy
              when group leaders or factions seek power
               and control over others
              when the rhetoric of community replaces
               actual criticism, dissent and scepticism


05/10/12                 graham.badley@anglia.ac.uk        12
Writing groups appear to help
                     develop scholar-writers by:

              striking a balance between autonomy and
               connectedness                    (Bruner, 2002)


              increasing teachers’ autonomy (ability and
               freedom) to write as they see it
              using connectedness (community and
               mutuality) to grow and ‘keep becoming’ as
               scholar-writers (Miller, 1988)



05/10/12                   graham.badley@anglia.ac.uk            13
Post-(presentation) script 1


   Becoming scholar-writers means becoming
    educationally literate, creating our own individual
    and social worlds, and taking the reality of
    democracy seriously
                                                   (Brookfield in Scott, 2000: 17)

   Reflective scepticism for educationally literate
    scholar-writers is a strategy for denying textual
    coercion and a continual process of making and
    remaking themselves
                                                                                     (Scott, 2000: 127)




05/10/12              graham.badley@anglia.ac.uk                                                    14
Post- (presentation) script 2

              all reading and writing, all inquiry, contribute to an
               edifying philosophy, the point of which is ‘to keep the
               conversation going rather than to find objective
               truth’                            (Rorty quoted in Scott, 2000)


              edifying philosophy resists all attempts to close off
               conversation by freezing-over particular descriptions
               of the world as if they were the final word. This
               freezing-over would lead to the dehumanization of
               human beings (based on Rorty in Scott, 2000)


05/10/12                      graham.badley@anglia.ac.uk                    15
Using writing groups: some references
              Bruner, J. (1986)    Actual minds, possible worlds
                                    London: Harvard University Press
              Bruner, J. (2002)    Making stories: law, literature and life
                                    London: Harvard University Press
              Jarvis, P. (1999)    The practitioner-researcher: developing theory from practice
                                    San Francisco: Jossey-Bass
              Gere, A.R. (1987)    Writing groups: history, theory and implications
                                    Carbondale: Southern Illinois University Press
              Lee, A. & Boud, D.   Writing groups, change and academic identity:
               (2003)               research development and local practice
                                    Studies in Higher Education, Vol 28 No 2: 187-200
              Miller, A. (1987)    Timebends: a life
                                    London: Methuen
              Murray, R. (2005)    Writing for academic journals
                                    Maidenhead: Open University Press
              Scott, D. (2000):    Reading educational research and policy
                                    London: RoutledgeFalmer
              Wenger, E. (1998)    Communities of practice
                                    Cambridge: Cambridge University Press




05/10/12                              graham.badley@anglia.ac.uk                                   16

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Usingwritinggroups

  • 1. Teachers as academic writers: the use of writing groups Professor Graham Badley Anglia Ruskin University Chelmsford, UK December 2007
  • 2. A research question: How can university teachers become scholars who write and publish regularly? 05/10/12 graham.badley@anglia.ac.uk 2
  • 3. A proposed solution:  set up writing groups for those who wish to become scholar-writers  use a practitioner-research approach to evaluate writing groups as a way of helping teachers become scholar-writers 05/10/12 graham.badley@anglia.ac.uk 3
  • 4. Writing groups…  are small groups of teachers who write and read one another’s texts  provide critical and supportive feedback  promote growth as scholar-writers  encourage autonomy and connectedness  may be tutor-guided yet non-authoritarian  are self-critical communities of practitioner- inquirers 05/10/12 graham.badley@anglia.ac.uk 4
  • 5. Ten reasons for joining a writing group:  promoting self-development and self-refinement  supporting teachers as academic writers  helping teachers develop their academic identities  helping academics improve and increase their written output  developing an incremental and not a bingeing approach to writing  getting each one’s writing reviewed by other group members  overcoming fear and anxiety about scholarly writing  forming part of an institutional strategy to help create a culture of research and scholarly writing in the department or institution  demystifying the processes of writing and getting published  increasing enjoyment and satisfaction in academic writing 05/10/12 graham.badley@anglia.ac.uk 5
  • 6. Practitioner-research on writing groups involves:  teachers critiquing both their own texts and those provided on academic writing  both emic (insider) and etic (outsider) perspectives  a continuous, cyclical process of ‘coming to know’ and of improving practice 05/10/12 graham.badley@anglia.ac.uk 6
  • 7. Practitioner-research uses cycles of:  planning to write academic texts  acting (writing the texts)  observing (reading) the texts produced  critically reflecting on the texts produced and on the process of writing itself 05/10/12 graham.badley@anglia.ac.uk 7
  • 8. Practitioner-research on writing groups should create:  a learning community  a community of (writing) practice  educational literacy 05/10/12 graham.badley@anglia.ac.uk 8
  • 9. Writing groups as learning communities should encourage:  a safe democratic setting for sharing ideas  engagement with the writing process  growth as scholar-writers  organisational change (towards a culture of scholarship and writing)  critical and supportive feedback about one another’s writing 05/10/12 graham.badley@anglia.ac.uk 9
  • 10. Writing groups as communities of practice should help provide:  a theoretical framework of critical conversation about ‘a joint enterprise’ (Wenger, 1998)  dialectical tension between action (writing) and reflection (critique)  insights into ‘a shared repertoire’ (Wenger, 1998)  ‘mutual engagement’ (Wenger, 1998) and ‘a sharing of the culture’ (Bruner, 2002)  growth into (identities as) scholar-writers 05/10/12 graham.badley@anglia.ac.uk 10
  • 11. Writing groups should create educational literacy through:  helping university teachers become more critical readers of all educational texts  helping teachers become critical writers of their own texts  helping teachers become more self-critical about their own educational practice 05/10/12 graham.badley@anglia.ac.uk 11
  • 12. Writing groups may become problematic:  when group loyalty exerts pressure to conform to core beliefs and values  when groups limit individual autonomy  when group leaders or factions seek power and control over others  when the rhetoric of community replaces actual criticism, dissent and scepticism 05/10/12 graham.badley@anglia.ac.uk 12
  • 13. Writing groups appear to help develop scholar-writers by:  striking a balance between autonomy and connectedness (Bruner, 2002)  increasing teachers’ autonomy (ability and freedom) to write as they see it  using connectedness (community and mutuality) to grow and ‘keep becoming’ as scholar-writers (Miller, 1988) 05/10/12 graham.badley@anglia.ac.uk 13
  • 14. Post-(presentation) script 1  Becoming scholar-writers means becoming educationally literate, creating our own individual and social worlds, and taking the reality of democracy seriously (Brookfield in Scott, 2000: 17)  Reflective scepticism for educationally literate scholar-writers is a strategy for denying textual coercion and a continual process of making and remaking themselves (Scott, 2000: 127) 05/10/12 graham.badley@anglia.ac.uk 14
  • 15. Post- (presentation) script 2  all reading and writing, all inquiry, contribute to an edifying philosophy, the point of which is ‘to keep the conversation going rather than to find objective truth’ (Rorty quoted in Scott, 2000)  edifying philosophy resists all attempts to close off conversation by freezing-over particular descriptions of the world as if they were the final word. This freezing-over would lead to the dehumanization of human beings (based on Rorty in Scott, 2000) 05/10/12 graham.badley@anglia.ac.uk 15
  • 16. Using writing groups: some references  Bruner, J. (1986) Actual minds, possible worlds London: Harvard University Press  Bruner, J. (2002) Making stories: law, literature and life London: Harvard University Press  Jarvis, P. (1999) The practitioner-researcher: developing theory from practice San Francisco: Jossey-Bass  Gere, A.R. (1987) Writing groups: history, theory and implications Carbondale: Southern Illinois University Press  Lee, A. & Boud, D. Writing groups, change and academic identity: (2003) research development and local practice Studies in Higher Education, Vol 28 No 2: 187-200  Miller, A. (1987) Timebends: a life London: Methuen  Murray, R. (2005) Writing for academic journals Maidenhead: Open University Press  Scott, D. (2000): Reading educational research and policy London: RoutledgeFalmer  Wenger, E. (1998) Communities of practice Cambridge: Cambridge University Press 05/10/12 graham.badley@anglia.ac.uk 16