Pathways Through Writing Blocks in the Academic Environment PDF Download

Author: Kate Evans
Publisher: Springer Science & Business Media
ISBN: 9462092427
Category : Education
Languages : en
Pages : 154

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Book Description
Writing blocks are likely to strike any writer, even experienced ones, at sometime or another. Academia has its own challenges which can provoke blocks particular to that environment. Drawing on her knowledge as writer, psychotherapeutic counsellor and university tutor, Kate Evans has put together a book which addresses many of the differing aspects of writing blocks, including looking at their emotional and psychological foundations. With discussion and practical exercises, this volume suggests that an infusion of creative techniques can offer pathways through writing blocks in the academic environment. The case studies provide an in-depth consideration of varying experiences of writing blocks. The book is aimed at students with essays, projects or reports to write, or theses to tackle; as well as academics who are working on articles and books. It will also offer insights for supervisors who wish to support those who are writing and guidance for people running writing groups within academia. Over-all the book encourages a creative, collaborative approach which aims to equip academics for writing within the context of the twenty-first century. “This book offers something for every academic writer, whether budding or experienced. Students struggling with essays and dissertations will find many practical exercises along with invaluable advice. More practised writers will encounter fresh insights.... I am confident that you, the reader, will enjoy this book, which is itself a model of good writing.” Dr Linda Finlay, the Open University, UK.

Author: Gillie Bolton
Publisher: SAGE
ISBN: 1473906113
Category : Language Arts & Disciplines
Languages : en
Pages : 185

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Book Description
Do you feel under increasing pressure to produce high quality publications, or struggle to translate your great ideas into inspirational – and engaging – writing? Gillie Bolton introduces her three ‘key phases’ method (Write for Myself, Redraft for my Reader, Edit for Posterity) to make the writing process less daunting, and offers support and advice on how to develop your own writing voice to use this to engage readers in your research. ‘Characters’ at different career stages help you to identify your own writing level, and before and after examples of work from a range of disciplines clearly illustrate the key writing techniques. Drawing on case studies, as well as their own extensive writing experience, the authors suggest strategies for dealing with common difficulties such as: Time and energy management Restoring flagging enthusiasm Maintaining inspiration Dealing with potential burnout and writer’s block. Each chapter concludes with a set of constructive exercises which develop these critical skills and inspire you to improve and enjoy your own academic writing. Ideal for upper level students and early career researchers. Dr Gillie Bolton is an international authority on writing and author of a long publication list including nine books, academic papers, as well as professional articles, poetry, and for a lay readership. Stephen Rowland, Emeritus Professor of University College London, is author of four books on the nature of research and learning in a range of contexts. SAGE Study Skills are essential study guides for students of all levels. From how to write great essays and succeeding at university, to writing your undergraduate dissertation and doing postgraduate research, SAGE Study Skills help you get the best from your time at university. Visit the SAGE Study Skills hub for tips, resources and videos on study success!

Author: Christine Eastman
Publisher: Routledge
ISBN: 1351675656
Category : Business & Economics
Languages : en
Pages : 278

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Book Description
Coaching has emerged as one of the most significant aids in developing managers and executives in the professional world. Yet there is a degree of dissatisfaction with performance coaching models and a desire to connect more with creativity and the imagination. In Coaching for Professional Development: Using Literature to Support Success, Christine A. Eastman suggests that literary works have a part to play in bringing about a change in coaching culture. Using a series of examples from key literary texts, she argues that literature can help coaches enhance their skills, find solutions to workplace problems, and better articulate their own ideas through innovation and imagination. Eastman argues for literature as a coaching tool, detailing how using stories of loss, failure, alienation and human suffering in a coaching dialogue bring positive results to organisational coaching. Coaching for Professional Development considers how reading fiction helps us to imagine lives outside our own, and how this sensitivity of language brings out the unconscious within us and others. Eastman discusses how she guided her students to embrace literature as a positive influence on their coaching practice through literary texts. Chapter 1 begins by exploring how reading Melville’s Bartleby the Scrivener allowed her students to understand the importance of metaphor in their own coaching, with Chapter 2 illuminating how Cather’s Neighbor Rosicky addresses the role of emotion. After this, Eastman considers how John Cheever’s multi-layered story The Swimmer provides rich stimulus for coaching students in understanding failure, how Miller’s Death of a Salesman shows how our family relationships are reflected in our office dynamics, and how the reactions of her students engaging with Lampedusa’s The Leopard are more effective than the traditional coaching tool, Personalisis, in revealing their personality. She finally looks at Shakespeare’s The Tempest for exploring themes of power and manipulation in a coaching context. By applying coaching models to fictional scenarios, Eastman demonstrates that coaches, HR professionals and students can successfully extend the boundaries of their coaching, strengthen their interventions and enhance their understanding of theory. Coaching for Professional Development: Using Literature to Support Success is a unique approach to coaching with engaging case studies throughout that brings together higher education and industry. It will be key reading for coaches in practice and in training who wish to enhance creativity in their work, advisors and teachers on coaching courses, and HR and L&D professionals working in organizations seeking to implement a coaching culture.

Author: Katharina Rietig
Publisher: Springer Nature
ISBN: 3031414527
Category : Education
Languages : en
Pages : 199

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Book Description
This book offers novel insights into how students can develop a personal growth mindset during their degree programs that allows them to view new challenges as opportunity to grow personally, reflect on the new knowledge and experience, and subsequently improve their skills to critically examine and evaluate information in a journey of personal growth. Based on learning theories drawn from cognitive and social psychology and over 12 years of integrating the ‘personal growth mindset’ into course design, it offers a novel framework that allows higher education teachers to constructively align learning objectives and assessments with crucial transferable skill development, and fostering a mindset for personal growth among students that focuses on continuously improving and reflecting on feedback. The objective is to empower academics to build courses and degree programs that are ‘fit for purpose’ by equipping social science students with the skills and mindsets that will benefit them throughout their careers in ever changing and newly emerging jobs. The book will appeal to those who are interested in how individuals learn in educational settings and in the wider workplace.

Author: Kathleen T. Galvin
Publisher: Springer
ISBN: 9463003169
Category : Education
Languages : en
Pages : 335

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Book Description
This volume offers a novel collection of international works on the use of poetry in inquiry that transcends conventional disciplinary boundaries. The aim is to illustrate an ‘aesthetic move’ in social sciences and in particular in health and in education. The collection builds a bridge between the Arts and Health and Education by offering innovative exemplars of use of poetry in social science research and in the context of the many varied disciplinary contexts. An exploration of poetry within an international interdisciplinary collection in the context of education, research inquiry and health and social care with university-affiliated authors is offered. Writers include literary poets, academics and researchers in the arts, the humanities, and human and social sciences: an unusual interdisciplinary community. Authors contribute work illustrating how they are finding varied approaches to make use of the resonant power of words through poetry in their investigations. Writers’ aims span new ways to help readers resonate and connect with findings; new ways of revealing deep understandings of human experience; new ways of being in dialogue with research findings and new ways of working with people in vulnerable situations to name ‘what it is like’. As such, the collection offers examples of the foremost ways seen in the literature for poetry to appear in education, health and caring sciences, anthropology, sociology, psychology, social work and related fields. Most qualitative research texts focus on one discipline; this text will be relevant for many postsecondary programs and courses including in education, health sciences, arts and humanities and social sciences.

Author: Michelle R. Boyd
Publisher: SAGE Publications
ISBN: 1483374130
Category : Reference
Languages : en
Pages : 169

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Book Description
This book helps scholars uncover their unique writing process and design a writing practice that fits how they work. Author Michelle R. Boyd introduces the Writing Metaphor as a reflective tool that can help you understand and overcome your writing fears: going from "stuck" to "unstuck" by drawing on skills you already have at your fingertips. She also offers an experimental approach to trying out any new writing strategy, so you can easily fill out the parts of your writing process that need developing. The book is ideal for dissertation writing seminars, graduate students struggling with the transition from coursework to dissertation work, scholars who are supporting or participating in writing groups, and marginalized scholars whose write struggles have prompted them to internalize the bias that others have about their ability to do exemplary research.

Author: Liz Hall
Publisher: Kogan Page Publishers
ISBN: 0749468319
Category : Business & Economics
Languages : en
Pages : 296

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Book Description
Coaching in Times of Crisis and Transformation takes an in-depth look at crisis and change in the world we live in today and discusses its impact on both individuals and organizations. Covering not just coaching in the current crisis but any time of crisis and change, it offers a complete, practical resource for managers and coaches to tackle the challenges effectively. This book can help turn a crisis, whether personal or systemic into an opportunity for transformation. Coaching in Times of Crisis and Transformation covers definitions of crisis from both the individual and organizational perspective, including insights on: adapting to change and finding opportunities in crisis, what neuroscience tells us about our reactions to change, transformative coaching, change models, supporting organizations in crisis and how coaching and mentoring can act as preventative measures against crises.

Author: Keith Hjortshoj
Publisher: Oxford University Press on Demand
ISBN: 9780195141368
Category : Fiction
Languages : en
Pages : 151

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Book Description
Why do capable students and scholars fail to complete writing projects? What are "writing blocks," and how can writers overcome them? Why are writing blocks more common for advanced and experienced writers who are not supposed to need help? And why are they more common in the humanities than in the sciences? Keith Hjortshoj answers these and other questions in Understanding Writing Blocks. This book demystifies the causes of writing blocks, which are often ignored, misunderstood, or attributed to obscure psychological disorders. Hjortshoj examines blocks instead as real writing problems arising from specific misconceptions, writing behaviors, and rhetorical factors present at different stages of the writing process. In a lively and informative style, he defines the nature of writing blocks, examines their causes, and offers advanced undergraduates, graduate students, and professional writers the diagnostic tools and strategies necessary for getting their work done. Although appropriate for any writing course, Understanding Writing Blocks targets advanced composition students and graduate writers who are most likely to encounter immobilizing obstacles, and whose experience supports the author's assertion that a writing block is usually "an affliction of the good writer." Hjortshoj draws his material and evidence from extensive research, interviews, and consultations with blocked writers from his twenty-five years of teaching. Especially helpful to students working on dissertations and other complex projects, Understanding Writing Blocks illuminates the factors that undermine writing ability in a wide range of endeavors.

Author: Jane Anne Staw
Publisher: Macmillan + ORM
ISBN: 1466826037
Category : Language Arts & Disciplines
Languages : en
Pages : 227

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Book Description
None of us is immune to writer's block. From well-known novelists to students, associates in business and law firms, and even those who struggle to sit down to write personal correspondence or journal entries -- everyone who writes has experienced either brief moments or longer periods when the words simply won't come. In Unstuck, poet, author and writing coach Jane Anne Staw uncovers the reasons we get blocked - from practical to emotional, and many in between - and offers powerful ways to get writing again. Based on her experiences working with writers as well as her own struggle with writer's block, Staw provides comfort and encouragement, along with effective strategies for working through this common yet vexing problem. Topics include: understanding what's behind the block * handling anxiety and fear * carving out time and space to write * clearing out old beliefs and doubts * techniques to relax and begin * managing your expectations as well as those of family and friends * experimenting with genre, voice, and subject matter * defusing the emotional traps that sabotage progress and success * ending the struggle and regaining confidence and freedom by finding your true voice - and using it. Writers of all levels will find solace, support, and help in this book, leading them to an even deeper connection with their work and more productivity on the page.

Author: Joseph R. Jones
Publisher: IAP
ISBN: 1641137541
Category : Education
Languages : en
Pages : 99

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Book Description
Dr. Jones returned to the high school classroom after 15 years in higher education, most recently as an Associate Dean. This text chronicles his journey into his new teaching career. The premise of the text is framed on the attributes of a relational pedagogy. As such, the book discusses the relationships that Dr. Jones developed throughout the academic year. In this capacity, relational pedagogy allows the reader a unique lens through which to view the schooling process in this metropolitan southern town. In the book, Jones examines topics such as standardized testing, racism, sexuality, cheating, among other topics, through a critical theory paradigm. In doing so, Jones is able to interweave theoretical concepts within the daily actions of the schooling process. As such, the text is a unique reconceptualization of schools and the purpose of schools. Praise for My Second First Year: "In My Second First Year, Dr. Jones discusses his experiences leaving academia and returning to a high school English classroom, a daunting task that few academics would attempt. As a biologist and without affiliation with a teacher preparation program, I can attest to the importance of Jones’ work. This text illuminates the educational process for millions of children, which allows those of us not in the daily trenches of teaching K-12 students to experience the reality of our educational process. His discussions of school shootings, testing, and marginalization of students can become a catalyst that causes everyone in society to begin reexamining how we educate our children. Jones’ book could become the commencement point for educational reform." Linda Hensel, PhD Mercer University "In My Second First Year, Dr. Jones discusses his journey leaving higher education to return to a high school classroom. His powerful depictions of the realities of standardized testing, school shootings, racism, sexuality, and other topics cause the reader to reflect on all aspects of how children are educated. His use of relational pedagogy as his framework reminds us of the importance of positive relationships in schools and society. This text is a must read for anyone who advocates for our children." Nila Burt, EdS Assistant Principal Northside High School Georgia "Many of the stories in My Second First Year will be familiar to many teachers working in American PK-12 public schools as they will be similar to their own experiences. Dr. Jones takes us on a journey that many of us in academia would be apprehensive to take. By providing example after example, he demonstrates the significance of relational pedagogy and how it can increase the likelihood of student success. In this climate of student-to-college discourse, Jones provides evidence on how positive relations between teacher and students benefit all students regardless of post-secondary plans. This is significant for at the end of the day, the goal of schooling is about more than whether or not our students find employment. It is more important that students grow into caring, lifelong learners who can find happiness regardless of occupational goals. Jones reminds us all why we became teachers in the first place and—for many—why many teachers choose to stay in the profession." Vincent Youngbauer, PhD Mercer University