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Tyrell Baskerville
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Like its predecessor, the third edition of Academic Writing for Graduate Students explains understanding the intended audience, the purpose of the paper, and academic genres; includes the use of task-based methodology, analytic group discussion, and genre consciousness-raising; shows how to write summaries and critiques; features Language Focus sections that address linguistic elements as they affect the wider rhetorical objectives; and helps students position themselves as junior scholars in their academic communities.
The Graduate Writing Lab supports GSAS and professional school students as researchers, writers, and communicators. Our programs augment coursework and traditional academic training, creating community around writing and helping graduate students develop the skills, habits, and mindsets of successful scholars and professionals.
Dissertation Boot Camp was created at Penn in 2005 to help students progress through the difficult writing stages of the dissertation process. By offering an environment and support for intense, focused writing time, the Camp provides participants with the structure and motivation to overcome typical roadblocks in the dissertation process. Boot Camp is a two-week long, bi-annual event.
Weekly drop-in writing consultations with experts from the Weingarten Center are held throughout the academic year. Weingarten staff can discuss work at every stage and help you move past difficult roadblocks in the process.
The Grad Center collaborates with campus partners to provide graduate students with the space, structure, and encouragement to make progress towards completing major research-related writing projects.
Graduate Academic Writing Consultants are here to help Binghamton graduate students with writing papers, conference presentations, dissertation chapters, or any academic writing task. We can help with developing ideas, organizing paragraphs or sections and developing transitions between them, structuring an argument, learning documentation standards, proper citation, proof-reading and copy edits, and grammar.
Graduate Academic Coding and Statistical Consultants are here to help Binghamton graduate students with academic computational or statistical projects. We can help with tasks like learning a new programming language, finding appropriate computational tools, study design, sample size determination, data analysis and appropriate tests, interpretation of results, help with statistical computing programs, learning data cleaning and management, learning to collect social media data, or starting with sentiment analysis.
The Preparing Future Faculty (PFF) course includes a series of activities designed to expose graduate students and postdoctoral scholars to the realities of teaching, research, and service in higher education.
The course aims to enable graduates to make the transition successfully to employment in the academic community equipped with a realistic knowledge of academic culture, behavioral expectations and career expectations. Click here to learn more.
This specialized leadership and transferable skills course aims to help students recognize their potential and versatility for careers within and beyond the academy. Beyond leadership theory, the course is framed by 4 competency areas: 1) Analytic competencies; 2) Personal competencies; 3) Communication competencies and 4) Organizational competencies. Learning is enhanced with short text readings and videos in the course management system.
This class emphasizes development of rhythm and pitch in oral communication, and compensation strategies to increase Global English efficacy when exchanging messages between listeners and speakers. It provides information on student-centered learning, teacher engagement, and overview of learning objectives in the context of creating a teaching presentation. It explains the process of facilitating discussion in the classroom and the mechanics of language for Global English Speakers during discussions. This course is appropriate for ITAP level 2 students wishing to improve their communicative skills to take on TA positions to lead recitations, discussion or review sessions, or studio classes. It is also appropriate for level 2.5 students who have a goal of level 4, in which case GRAD 8200 can be followed by GRAD 8300 to help students progress toward their goal. Additionally, this class can be taken by postdoctoral scholars who are seeking to improve fluency and ease of interaction for professional development. Click here to learn more about ITAP levels and program. Enrollment requires instructor consent. Graded on S/U basis only. Please complete this Course Request Form. This course requires ITAP level 2, TOEFL speaking 23, or IELTS speaking 7.0.
This class focuses on the development of extended speech including phrasing, mood, and complex grammatical structures. It provides strategies to tailor speech to specific audiences including varying structure, vocabulary, grammar, and tone to engage, structure, interact, and inform. It includes strategies to identify and navigate difficult situations in the classroom. This course is appropriate for ITAP level 2.5 students (with the end-goal of level 3) wishing to concurrently lead recitations, discussions, reviews, or studio classes as well as for level 3 students. For level 2.5 students wishing to attain level 4, taking GRAD 8200 first, then taking this course, may be a better course of study. Additionally, this class can be taken by graduate students/postdoctoral scholars who wish to improve their interpersonal communication and interactive presentation skills for professional development. This course is listed as zero credit hours for the purposes of billing; however, the workload is equivalent to a 3-credit course. Consult your advisor and/or international center about recommended number of hours to take in addition to this class. Graded on S/U basis only. Prerequisites: ITAP language level 2.5 (formerly 3P), or TOEFL/IELTS speaking score 24/7.5. or instructor consent. Click here to learn more about ITAP levels and program. Please complete this Course Request Form.
Have you been told that you have a lot of ideas when you write but that they are not always organized? Do you find yourself frustrated when you are asked to connect what you have learned about a child to your course readings? Does the idea of generating research for a paper seem daunting?
Graduate students are expected to write in ways that enable them to think deeply about their studies. Some assignments ask students to reflect on an educational experience and make connections to course concepts and readings. Others may require them to research a topic to develop new insights. Students may be asked to observe or work with students, teachers, or health professionals as they write professional notes and make connections to course readings. Writing is one of the critical means through which graduate students demonstrate their knowledge of processes and content taught in courses and fieldwork. Refining your writing as a graduate student provides you with a forum for developing the professional writing that you will engage in as a teacher, leader, or child life specialist.
Kim McLeveighn, Director of Student Learning Support, can support you in developing your academic writing through individual or group consultations and assess whether you are a good fit for the Writing Assistance Program, which provides current graduate students with individual tutoring from Bank Street alumni. Tutoring is contingent on the resources and schedule availability of the program.
The Graduate School Writing Assistance Program provides individual tutors for matriculated students who are encountering difficulties with written assignments in their courses or fieldwork.
The following Google Drive Folder includes reading and writing references from Hunter College Reading and Writing Center. These resources will be helpful as you review the most effective academic reading and writing strategies that will support your graduate studies.
Despite being at grad school, one important part of academic life that is not always on the syllabus is academic writing. Drawing on work for her recent book, Thriving as a Graduate Writer, and blog, Explorations of Style, Rachael Cayley suggests three ways for graduate researchers to shape their approach to writing.
Most academic writers start their writing journey as graduate writers. Graduate school is where people tend to have their first serious encounter with the challenging array of practices that comprise academic writing. This commonplace observation is important because most graduate students (PhD or postgraduate researchers outside the North American context) struggle with the writing process.
The reasons for this struggle are varied. Graduate writers may be unclear on the new genres that they are meant to be using. They may feel uncertain about their new identities as researchers. They may be baffled by the opaque technical requirements of complex scholarly prose. They may be working in a new language or an unfamiliar cultural context. They may find that writing gets lost among the competing imperatives of a graduate student workload. All these issues can lead to feelings of bewilderment, inadequacy, and stress as they undertake the writing that will determine their professional success.
A key aspect of this experience is an implicit expectation that writing capacity will simply develop as a side effect of other efforts. However, graduate students can have a strong research agenda and an impressive work ethic without automatically becoming proficient writers. Instead, they need explicit support as they work to acquire those skills. That support can come at an institutional level through writing centres; it can come from departmental commitments to supporting writing; it can be come from supervisors who are expert in providing writing feedback. Since graduate students currently have uneven access to those types of support, I decided that a comprehensive guide to writing in graduate school might be beneficial.
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