CWSC evidence-based workshops are open to graduate students from across the disciplines and professions, at any level of study (unless otherwise specified).
Abstracts: Communicating Research Findings With Brevity and Concision
Abstracts play a vital role in the communication of research. Studies show that abstracts are the most frequently read part of a research article, and that abstracts help researchers determine whether or not to read the entire study. But how do writers communicate the relevance and legitimacy of their research to members of the discipline?
This evidence-based workshop introduces researchers to two typical structures of abstracts, while accounting for differences in disciplines and purposes. Participants will write or revise a draft abstract during dedicated writing time and receive feedback from the facilitator. Therefore, this workshop is most useful for those with a research project underway.
Annotated Bibliographies: Writing
This evidence-based workshop introduces researchers to the typical structure of an annotated bibliography, while accounting for variations in purpose. Typically, the annotations synthesize multiple studies, help develop a discussion of the current field, and help identify a potential knowledge contribution. Research shows that annotated bibliographies across disciplines typically consist of 3 parts: the full bibliographic citation; a relevant academic summary; a critical evaluation. But how do authors determine relevance? What does it mean to write critical annotations?
The workshop facilitator draws on research to address these questions, while discussing this text as a type of literature survey with its own distinct patterns of organization. Participants will write or revise an annotated bibliography and receive feedback from the workshop facilitator. Therefore, this workshop is most useful for those with an annotated bibliography underway.
Citing to Communicate: Who, What, When, Where, Why
Citation is the infrastructure of contemporary scholarship. This means that citations are not merely surface features of a text; rather, they are integral to the text itself, pAll too often, scholarly citation is approached by undergraduates as a frustrating obstacle on the path to completing a writing assignment, rather than as an intellectual pursuit in its own right. This workshop aims to reframe that mindset by demystifying the who, what, when, where, and why of citational practices. No matter the citation style they are being asked to engage with, participants will come away from this workshop with a greater understanding of the purpose behind citation, as well as a pragmatic conception of how to apply that understanding in their own academic writing.
This workshop is appropriate for undergraduate and graduate students writing in any citation style.
CGS-Master’s Proposal: Crafting a Compelling Research Story
This workshop is designed for undergraduate and graduate students applying for funding from the Canada Graduate Scholarship-Master’s (CGS-M) Program. Drawing on evidence-based research about successful grant proposals, facilitators discuss particular elements of this written academic genre: audience, purpose, knowledge gap, competence claim, structure, style, and more.
The workshop includes examples of successful UBC CGS-M research proposals from several disciplines, as well as a facilitated discussion with a UBC Master’s student about writing her successful CGS-M proposal.
Conclusions in Research Articles: Writing
The research article is the most privileged form of publication in which academics present their intellectual contributions. As such, conclusions offer writers several final opportunities to engage with readers in this high-stakes writing situation.
With conclusions in mind, facilitators explore some of the macro-level organizational patterns of research articles written in English, for example, standard sections and section headings, while accounting for disciplinary norms and differences. Questions of interest include the following: what is the relationship between the introduction and conclusion sections of a research article? How do writers move from results to conclusions in a research article? Participants will write or revise a draft conclusion section during dedicated writing time and receive feedback from the facilitator. Therefore, this workshop is most useful for those with a research article underway.
Doctoral Tri-Council Workshop: Writing the Research Proposal
This virtual workshop is for doctoral students applying for Tri-Council funding: CIHR, NSERC, and SSHRC. Drawing on evidence-based research about successful grant proposals, facilitators discuss particular elements of this written academic genre: audience, purpose, knowledge gap, competence claim, structure, style, and more.
The workshop includes examples of successful UBC Tri-Council proposals, opportunities for one-on-one writing consultations with doctoral peers from the Centre for Writing and Scholarly Communication, and extensive dedicated writing time, facilitated online.
Graduate Writing Retreat
Graduate students from across the disciplines are invited to participate in a two day Zoom-based Writing Retreat. Each morning features an evidence-based instructional talk, focusing on high-stakes, relevant academic and professional writing. Afternoon sessions feature dedicated writing time with peers, facilitated by a CWSC doctoral student. The Retreats are an excellent opportunity to mitigate social isolation, while also making progress towards the completion of writing projects in the virtual company of other graduate students.
Lay Summaries: Going Public With Your Research
Lay summaries offer researchers opportunities to increase the visibility and accessibility of their scientific studies and thus invite public dialogue. As a way to promote science communication, many open access journals, public policy institutes, and granting agencies require researchers to provide summaries of their studies for non-specialists. But how do experts communicate specialized research to non-specialist audiences, and why?
This workshop introduces graduate researchers to some of the ways in which lay summaries differ from scientific abstracts, the multiple purposes of lay summaries, and how lay summaries enhance science communication. Participants will write or revise a draft lay summary during dedicated writing time and receive feedback from the facilitator. Therefore, this workshop is most useful for those with a research project underway.
Literature Reviews: Mapping the Scholarly Conversation
Literature reviews accomplish several purposes for scholars. In the introduction to a research article or thesis chapter, for example, writers review relevant research in order to establish a research gap or articulate a problem or need that the current study addresses. But how do writers summarize the scholarly conversation already underway and, then, join that conversation?
This workshop introduces researchers to the typical structure of the literature review in research article introductions and theses, while accounting for variation in communicative purposes, audiences, and disciplinary differences. Participants will write or revise a draft section of a literature review during dedicated writing time and receive feedback from facilitators and peers. Therefore, this workshop is most useful for those with a research project underway.
Professional Communication: From Classroom to Workplace
In both the classroom and the workplace, the ability to communicate professionally is a valuable skill. This is especially true today, when so many of our interactions take place digitally through print and video. This workshop applies empirical research on “real-world” classroom and workplace scenarios to teach participants how to make informed decisions about their communicative choices and represent themselves in an appropriate, professional manner.
Statements of Teaching Philosophy: Writing
Increasingly, faculty positions in research and teaching streams require a statement of teaching philosophy as one component of a teaching portfolio or dossier. Teaching statements reflect personal beliefs about teaching and learning, but also reflect disciplinary cultures and institutional structures and norms in a particular context. Research shows that one of the central questions the teaching statement addresses for readers is, why do I teach? Furthermore, the teaching statement must demonstrate how the pedagogical approaches are actualized in practice, in the classroom.
This workshop grounds the discussion of typical organizational and stylistic features of the teaching statement in several real world examples from diverse disciplines. As well, the workshop includes dedicated time for participants to revise a statement of teaching philosophy and receive feedback from the facilitator. Therefore, the workshop is most useful for those with a draft teaching statement underway.
Writing in the STEM Disciplines
This workshop introduces researchers to the typical organizational structure of a research article in the STEM disciplines, while accounting for variation in disciplinary differences. That is, some conventions and features of English academic writing remain constant across STEM disciplines, while others vary to account for discipline-specific norms and expectations of community members. The workshop facilitators draw on evidence-based research to identify some of the similarities and differences in style at both the macro- and micro-levels of the text.
The workshop includes dedicated time for participants to revise a section of a research article and receive feedback from facilitators and peers. Therefore, this workshop is most useful for those with a research article underway.
Writing Personal Statements: Crafting Your Professional Identity
The personal statement is written for admission to graduate and professional programs at academic institutions like UBC. But what does personal mean in an academic context? How do writers construct an appropriate professional identity? Research shows that personal statements must reflect the values of the profession, and that the personal self you construct in the statement must be a relevant self. That is, relevant to the chosen profession or discipline.
This workshop draws on research to introduce participants to some of the typical stylistic features of the personal statement, such as personal narrative, identity construction, and self-promotion, and includes dedicated time for participants to revise a statement and receive feedback from the facilitator. Therefore, this workshop is most useful for those with a draft of a personal statement underway.
Writing the Op-Ed: An Instructional Talk
The Public Humanities Hub and the Centre for Writing and Scholarly Communication present a workshop on writing the op-ed. The op-ed derives its name from traditional print media, where the op-ed is published on the page opposite the editorial. Hence, the op-ed section of the newspaper offers scholars opportunities to engage with new audiences and new issues, and to identify new purposes for writing in the 21st century, for example, using a public forum to influence public policy or judicial processes.
This evidence-based talk considers some of the typical linguistic features and characteristics of this particular type of text, while paying attention to audience and place of publication. The facilitators welcome questions and comments from participants throughout the interactive talk, whenever something sparks your interest.