WriteCast: A Casual Conversation for Serious Writers

Writing instructors Max and Veronica discuss transitioning from graduate to doctoral writing from their own experiences in their programs. They chat about advice for currently transitioning writers as well as surprises along the way and the evolution of their writing, research, and expectations through each stage of their scholarly work.

Resources mentioned in this episode:

• Writing Process for Longer Research Projects Webinar
• Paper Reviews (for Walden students)
• Walden Writing Center Blog
• Form & Style website
• Walden Dissertations and Doctoral Studies Collection

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Claire and Max discuss how to incorporate evidence into your academic writing, as well as how to use citations effectively to support your evidence.

Resources mentioned:

• Writing Refresh: In-text versus Parenthetical Citations blog post
• Creswell Did Not Write About You: Common Mistakes in Citing 'I' Statements blog post
• Walden University Writing Center Blog posts on APA style
• Using Evidence: Overview

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Research indicates that there may be a connection between visiting the Writing Center three times and students' growth in confidence, skill, and motivation. Max and Claire discuss these findings, their own experiences working with students in the Writing Center, and strategies for scheduling and making the most of a Writing Center paper review appointment.

Resources:

Third Time's the Charm: The Magic of Multiple Paper Review Appointments

Third Time's the Charm: Strategies for Your 1st, 2nd, and 3rd Paper Review Appointments

Further Research:

Irvin, L. L. (2014). What a difference three tutoring sessions make: Early reports of efficacy from a young writing center. Writing Lab Newsletter, 39(1-2), 1-5. Retrieved from https://wlnjournal.org/

Lerner, N. (1997). Counting beans and making beans count. Writing Lab Newsletter, 22(1), 1-4. Retrieved from https://wlnjournal.org/

Robinson, H. M. (2009). Writing center philosophy and the end of basic writing: Motivation at the site of remediation and discovery. Journal of Basic Writing, 28(2), 70-92. Retrieved from https://wac.colostate.edu/jbw/

Williams, J. D., Takaku, S., & Bauman, K. (2006). Effects of self-regulatory behavior on ESL student writing. Tohoku Psychological Folia, 65, 24-36. Retrieved from https://www2.sal.tohoku.ac.jp/psychology/folia/index.html

Yeats, R., Reddy, P., Wheeler, A., Senior, C., & Murray, J. (2013). What a difference a writing centre makes: A small scale study. Education + Training, 52(6/7), 499-507. doi:10.1108/00400911011068450

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Resources mentioned:

Walden University Writing Center Blog

Walden University Writing Center webpage

WriteCast episode archive

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Many people will have to work collaboratively at some point in their education or careers, and writing a group paper or working on a group assignment can be challenging. In this rebroadcasted episode, Nik and Brittany share their top 10 tips for successfully writing a group paper.

Resources:

Collaborative Assignments

Common Assignments: Collaborative Writing in Business and Management

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This month, Max and Claire talk with Walden University Writing Center Director Brian Timmerman and Associate Director of Faculty Outreach and Support Amber Cook about Walden's new Gender-Neutral Pronouns Policy and Identity-First Language Policy. Brian and Amber discuss the policies, why they were created, and what they mean for student writers.

Resources:

Walden University's Gender-Neutral Pronouns Policy and People-First and Identity-First Language Policy

Inclusive Language Policy Announcement blog post

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Meet Katherine, one of the Walden Writing Center's newest writing instructors! Max and Claire talk with Katherine, who is also a Walden PhD student, about her writing background, review approach, and advice for student writers.

Resources mentioned in this episode:

• Recorded webinar: Developing a Paper: Creating a Paper From a Discussion
• WriteCast episode #37: Transitioning to Master’s-Level Writing

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