Research Training
Programme
Thesis Writing
Getting into the habit of writing
AIMS OF THE COURSE
To start you thinking about the key elements of writing preparation, audience, drafting and editing. The course will also
open up avenues for further support within the University.
By the end of the course you will have:
 considered different writing styles and approaches
 reviewed your writing technique and looked to develop new
techniques
 addressed how to keep writing and editing techniques separate
 developed knowledge of the range of writing development
opportunities available to you at the University and elsewhere
The Graduate School is a section within the University’s Research
Innovation Services department.
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THE SIMILARITIES AND DIFFERENCES BETWEEN
SPOKEN AND WRITTEN COMMUNICATION
In groups of 4 generate a list of similarities and differences between these
two communication channels. List the all the things your group discusses
here:
SIMILARITIES
2
DIFFERENCES
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WHAT WILL YOU BE WRITING DURING YOUR
RESEARCH?
In this exercise, you are going to identify your motivations and goals in writing
during your time as a research student.
Make a list of all the goals and motivations you can think of, relevant to writing
during your research and (where appropriate) the different audiences. Think
about why you are writing. What do you hope to gain from it?
What will you be writing during your time
as a research student?
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HOW DO YOU WRITE?
Use the space below to record how you approach a writing task such as
producing an essay, a paper or your first year report.
Which aspects or stages do you enjoy? Where do you have difficulty?
One way of categorising approaches is along a spectrum from those who
tend to start by producing text - ‘free-writers’ - to those who start by
generating a plan or structure. Where would you place yourself on this
spectrum?
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FREEWRITING EXERCISE
Freewriting is a technique developed by Peter Elbow1 in response to his
own inability to write during the course of his PhD.2
The essential idea behind freewriting is that we must separate the writing
and editing processes. Thus, freewriting is writing at full speed without the
time to read or change what has just appeared on the paper. To be
successful in developing you as a writer the technique should be used
regularly; Elbow suggests every day over a three- to six-month period.
Try this system for yourself:



Use the prompt “Why am I interested in this research topic?” or
“What excites / interests me most in my research area?”
Write in complete sentences, not bullet points. However, don’t worry
about grammar, spelling, punctuation, structure or even making
sense.
Write non-stop for five minutes. As you become comfortable with
the technique you could increase this to ten minutes. The key is that
you do NOT re-read what you have just written: you can do that
after you finish.
Why does Elbow think freewriting will help?
Essentially, he believes that thinking of words and worrying whether they
are the right (or best) ones are two complex tasks that compete with each
if we let them. Freewriting breaks this link. Elbow studied many
undergraduates and postgraduates learning to write in the academic
context: students who used the technique over a prolonged period of time
were able to write more (in the five minutes available) at the end of the
programme and the quality of the pieces produced also increased.
The following quotation sums up Elbow’s views:
The most effective way I know to improve your writing is to do
freewriting exercises regularly… It isn’t just therapeutic
garbage. It is a way to produce bits of text that are better
than usual: less random, more coherent, more highly
organised.
Professor of English and Director of the Writing Program, University of Massachusetts, Amherst
(retired).
2 In fact Peter had to have two attempts at getting his PhD due to his problems with writing and it
was this which led to his career-long interest in researching the writing process.
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His views are endorsed by others in the field of teaching writing:

Boice recommends a daily regime to be more productive.
(Professors as Writers: A Self-Help Guide to Productive Writing.
Stillwater, OK: New Forums)

Emig suggests that writing is a mode of thinking and learning;
i.e. we understand an idea by writing it. (Have you ever tried to
explain something you thought you knew to someone and realised
there is something in the explanation that you aren’t sure about?)
(College Composition and Communication, 28: 122-8)

Murray recommends that a writer needs a range of tools and
strategies to remain productive. (Thesis Writing and Writing for
Publication. Videos produced for the University of Glasgow)

Torrance et al. recommends text generation strategies rather than
learning about the technical aspects of writing or developing
cognitive strategies to write. (British Journal of Educational
Psychology, 63: 170-84)

Stephen King, (the prolific horror novelist) says: ‘To be a successful
writer I know of only two methods; read a lot and write a lot’.
To learn more about the technique, try the following references:

Murray, 2002, pp. 80-94

Elbow, 1973, 1981
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Free writing exercise
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Freewriting exercise, continued…
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Freewriting exercise, continued…
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REVIEWING AND EDITING
Elbow emphasises that reviewing and editing your work are
separate processes from writing. Free writing is a technique
which helps you to separate these stages. Take the piece of
free-writing you produced earlier and working in pairs, read
your partner’s passage (or your own, if you prefer) out loud.
Then:
 Note down the key ideas you identified in your partner’s
passage
 generate three questions about that writing that you would like
to know more about
Who can help you with reviewing and editing your work?
Different people may be appropriate for different objectives,
e.g. for grammar, structure, content, coherence, expression /
style:
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MINDMAPS – A TECHNIQUE FOR GATHERING AND
ORGANISING IDEAS
If you are finding it difficult to get your ideas down on
paper…
If you are having problems ‘unpacking’ your ideas, getting them down on paper,
sorting out an appropriate order or grouping of ideas, findings, etc., then using
the ‘mind map’ approach may help in structuring your writing.
Mindmaps are an approach developed by Tony Buzan. Writing takes a linear
structure, which means it seems logical to begin to write by developing a plan in
the form of a list of points that will be covered. However, Buzan observed that
our thoughts and ideas do not flow in that way. Often, our brain works in nonlinear ways - our thoughts can seem random and one idea can trigger a
seemingly tangential connection. Mindmapping is a technique that takes account
of this.
A mindmap is a visual representation of how ideas interrelate.
 Start with the main idea in the centre of a blank page turned sideways.
Use an image for the central idea if possible.
 From that idea add in other ideas radiating out from the central idea on
curved lines, with one idea per line.
 It does not matter what order the thoughts occur in, the mind map allows
one to connect them to related ideas, or to start a new branch, if needs
be.
 Add in colour, pictures, dotted lines, arrows etc. to denote links between
words. You can develop an approach that works best for you.
Normally, when using mindmaps you would continue to add in ideas to each of
the main branches until you were satisfied that you had exhausted your thoughts
and the ideas in your mind on the topic. A strength of the technique is that you
can always return to your mind map and add more as you read or think further.
An example of a mind-map is reproduced on the next page.
Advantages of this technique:

the main idea is clearly identified

the relative importance of each point is denoted by its proximity to the
centre

links between points are readily apparent

recall and review are more rapid and effective with this method

new information can easily be added

it aids creativity in that new links and connections can be made more
readily and it is easier to view the “whole picture”
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The idea of mind-mapping follows on from Tony Buzan’s work (Use Your
Head, BBC Books),
Mind map example (technology)
Discuss the factors of importance in the recycling of finite
resources
Produce
Fuel
Save
Fuel
Reduce
No enforcement
of recycling
Cost of
Disposal
Prevent Pollution
in Disposal
Legal
Save Money
Economics
EEC., encourage
Government Action
Increase Costs
U.K.
Recycling
of Finite
Resources
Transport,
sorting
Facts + Figures - Example of
Present
Position
potential
Copper,
Paper, etc.
Encourage through
sponsorship of
Technology
Improve prospects
of recycling
Source of map: Preparing for Living With Technology.
Open University Press. 1988 p.40)
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Use this page to start constructing a mind map for the next substantial
piece of writing you think you’ll have to do. Develop the mind map as
fully as possible for at least two of the main branches; the two you feel
you know most about.
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Write for 10 minutes on the two branches of your mind map that have
been most fully developed:
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Writing exercise continued…
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Software for mind-mapping
You can also develop a mind-map by using Mindmanager software available on
the University network. You can find this on the NAL, by clicking on ‘start’ on
your networked machine, then ‘run’. Select ‘nal’ (Novell Applications Launcher),
open the folder ‘Software installation’ then click on ‘Mindmanager 6 Pro Install’.
(There is also ‘Mindmanager 6 Pro Tutorial, at the same location, if you wish to
follow that through.)
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BULLET POINTS – ANOTHER TECHNIQUE FOR ORGANISING
AND STRUCTURING IDEAS
At the structurers end of the freewriting-structuring spectrum, one tool that is
often used is constructing lists of priorities and bullet points. We are now going
to try this approach.
Think of something you have read recently and found interesting or
useful. List everything you think is important about that piece of writing
in the form of bullet points (this could include possible headings and
subheadings). Then reorder each list so that the items are in a logical
sequence or in order of importance with the most important item first.
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Write from the prioritised bullet point list for ten minutes (see Appendix 1 on
connecting words you might use in linking your ideas):
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Continued..
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GETTING INTO THE WRITING HABIT
Try setting aside five minutes for the next three days to practice
free-writing. Generate three prompts to stimulate you to write:
Day 1
Day 2
Day 3
Day 4: write 3 more prompts (based on your current work or
the writing you’ve done in Days 1-3)
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PERSONAL ACTION PLAN
List three key things you have learnt about writing skills:
1. ________________________________________________________
________________________________________________________
2. ________________________________________________________
________________________________________________________
3. ________________________________________________________
________________________________________________________
Identify aspects of your writing you want to work on and how you will start on this:
1. ________________________________________________________
________________________________________________________
2. ________________________________________________________
________________________________________________________
3. ________________________________________________________
________________________________________________________
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Appendix 1 (from Academic Support Service)
Connecting Words
Words that connect ideas together fall into four main groups:

the and relationship, which shows that additional information is given that
is likely to add to your argument, or which give further illustration of your
point;

the but relationship, which shows that you wish to present information that
will contrast with or contradict your previous point;

the so relationship, which gives the idea of outcome or result… this is the
case, so that must follow;

and words that give a sense of time, words which mark each point in a
series of points, or indicate that you are about to summarise or conclude.
The following sheets give words and phrases that are frequently used to
express these connections. Their use is sometimes subtle. Practice looking
out for them in your reading and becoming aware of any slight differences in
their meaning.
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And
Conjunctive adverbs: these join two
clauses together after a semi-colon and
must be followed by a comma.
Example: There were many problems
with the design of the rocket; moreover, Words to use within sentences
changes in the crew also affected the
launch.
Some conjunctive adverbs can also
begin sentences.
In addition
Also
Furthermore
That is
Alternatively (note: not necessarily
contrasting, but another point to
consider)
Besides
Likewise
Not only… but also
Similarly
In the same way
Moreover
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But
Conjunctive adverbs: these join two
clauses together after a semi-colon and
must be followed by a comma.
Example: There were many problems
with the design of the rocket; however,
the changes in the crew were more
important regarding the crash.
Words to use within sentences
Some conjunctive adverbs can also
begin sentences.
Despite this
Rather
However
Yet
Nevertheless
Instead
On the other hand
At the same time
On the contrary
In any case
In either case
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So
Conjunctive adverbs: these join two
clauses together after a semi-colon and
must be followed by a comma.
Example: There were many problems
with the design of the rocket; moreover, Words to use within sentences
changes in the crew also affected the
launch.
Some conjunctive adverbs can also
begin sentences.
Therefore
Hence
Consequently
Because of this
For this reason
That being so
On account of this
Otherwise
In consequence
Arising out of this
To this end
In that case
In such a case
Under the circumstances
With reference to this
In other respects
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Time
Conjunctive adverbs: these join two clauses together after a semi-colon (or
colon in a list) and must be followed by a comma.
Example: Several factors affected the launch: firstly, there were problems with
the design of the rocket; secondly, the crew were not prepared; and finally, the
stormy weather affected the launch site.
Some conjunctive adverbs can also begin sentences.
First… then… next… finally
Firstly… secondly… thirdly… finally
At first… in the end
After a time
Previously
On another occasion
Up to now
Meanwhile
Hitherto
To sum up
Now
In summary
At this point
Briefly
After that
In conclusion
From now on
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Conjunctive Adverbs
These can fall in the middle of sentences, but they can also join together two
closely related clauses with a semi-colon beforehand and a comma after them
also
anyway
consequently
finally
furthermore
hence
however
incidentally
indeed
instead
likewise
meanwhile
moreover
nevertheless
next
nonetheless
otherwise
still
then
therefore
thus
Subordinating Conjunctions
(To subordinate implies that something is of less importance than something else
or that something depends on something else.)
If a subordinating conjunction falls in mid-sentence, there is usually no comma
used. If it starts a sentence, there is a comma after this introductory phrase.
Correct example: After eating dinner in front of the television all week, I
decided to change locations. (The word "after" is a subordinating conjunction.
Here it begins a sentence, leading to an introductory phrase. Notice that the
comma falls right before the subject and verb.)
Compare: I decided to change locations after eating dinner in front of the
television all week.
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(Notice that there is no comma before the "after" in the second example. Because
it falls in mid-sentence, there is no introductory phrase which would require a
comma.)
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after
although
as
as [far/soon] as
as if
as though
because
before
even if
even though
how
if
inasmuch as
in case [that]
in order that
insofar as
in that
no matter how
now that
once
provided [that]
since
so that
supposing [that]
than
that
though
till
unless
until
when, whenever
where, wherever
whether
while
why
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Co-ordinating Conjunctions
These are of EQUAL importance. Put a comma before a coordinating
conjunction only if it joins two independent clauses (i.e., if there is a
subject and a verb on either side of the conjunction). If a subject or a
verb is lacking on either side of the conjunction, there is no comma.
Correct example: I ate dinner in front of the television every night, and
I finally got tired of it.
Compare: I ate dinner in front of the television every night and finally
got tired of it. (This sentence lacks a subject after the "and," so there is
no comma.
and
yet
or
So
but
for
nor
Transitional Phrases
These usually appear at the start of a sentence and are followed by a
comma. You can also use transitional phrases between paragraphs to
create a logical flow in your writing.
after all
as a result
at any rate
at the same time
by the way
even so
for example
in addition
in fact
in other words
in the second place
on the contrary
on the other hand
Getting into the habit of writing
BOOK LIST
Buzan, T 2003 (revised edition) Use your head London BBC
Cutts, M. 1995 The Plain English Guide Oxford University Press
Day, R. 1995ed How to Write and Publish a Scientific Paper Cambridge
University Press
Dunleavy, P. 2003 Authoring a PhD: How to Plan, Draft, Write and Finish a
Doctoral Thesis or Dissertation Palgrave Macmillan
Elbow, P. 1973 Writing Without Teachers Oxford University Press
Elbow, P. 1981 Writing with Power Oxford University Press
Murray, R. 2002 How to Write a Thesis Open University Press
Murry, R. 2005 Writing for Academic Journals Open University Press
Phillips, E.M. & Pugh, D.S. 2005, 4th Edition How to Get a PhD Open University
Press
Turabian, K.L. 1982 British Edition A Manual for Writers of Term Papers, Theses
and Dissertations University of Chicago Press.
Turk, C. & Kirkman, J. 1989 Effective Writing: Improving Scientific, Technical
and Business Communication Chapman and Hall
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