An jedem vierten Donnerstag im Monat

12:30 - 13:30 Uhr

Kursleitung: Zoë Vercelli, Team Internationales Schreiben (Team InterWRITE)

22 October 2020: The “red thread”of English texts

Most relevant to: pre-writing phase

How are English academic texts typically organized in terms of the flow of ideas/argument? This workshop will review basic organi zational structures of English texts. We will consider the “red thread” at the text/section level and at the paragraph level. Participants will become better able to “see” this organization in a text as readers, and will practice using typical structures to make their pre-wri ting process more efficient and less painful.  

26 November 2020: Effective pre-writing processes for academic writing

Most relevant to: pre-writing phase

What are some easier, more effective, and less painful ways to get started writing? This workshop will build on the text organization concepts discussed in the previous workshop in order to help participants try out different ways of pre-writing. In particular, we will discuss how writers can avoid procrastination, writer’s block, and disorganized first drafts by brainstorming, outlining, reverse outli ning (for post-writing), and breaking a big project into smaller parts. Participants will feel more confident approaching their next wri ting task with more realistic techniques and better control over their process.

28 January 2021: Improving English vocabulary and flow with standard collocations

Most relevant to: ​during- or post-writing phase

Do you feel your English texts lack a certain “natural” flow or sound awkward in their phrasing? Not only second-language writers but “native” speakers also can greatly improve their writing by improving their awareness and use of standard English collocations (words or phrases that tend to go together). This workshop will focus on using resources such as the Academic Phrasebank and corpora to improve writers’ mental database of typical phrasings in English. Participants will learn how to independently use these vocabulary building resources with basic queries that are applicable for any writing task.

Participants should consider bringing their own texts for query-building and revision​.

25 February 2021: Revising to be more concise and precise

Most relevant to: ​during- or post-writing phase

American author Mark Twain once wrote to a friend, “I didn’t have time to write you a short letter, so I wrote you a long one.” Do you find that the hardest part of writing is ‘cleaning up’ texts that feel too long or not very precise/formal? The discourse of academic written English dictates that no words should be wasted, but also that no questions should remain for the reader. In this workshop, participants will practice improving academic texts to be more concise, precise, and compelling.

Participants should consider bringing their own texts for revision and feedback​.

25 March 2021: Improving English “flow” with cohesion and clarity

Most relevant to: ​during- or post-writing phase

Have you ever read (or written) a text that seems unclear even after reading it multiple times? Cohesion - the principle of how our ideas connect to each other - is a characteristic of texts that we often don’t notice unless something goes wrong. In this workshop, participants will become aware of specific ways that cohesion can fail, especially at the sentence level, and learn how to trouble-shoot their own texts to be more clear and cohesive. The result is a text that “flows,” feels organized, and does not leave readers scratching their heads in confusion!

22 April 2021: Abstract writing

Most relevant to: ​any writing phase

Every academic will have to write an abstract sometime in their lives. But how do we produce English abstracts that feel organized, concise, and accessible to our broadest possible audience? In this workshop, participants will review typical abstract styles and work on producing their own abstracts (or revising). We will discuss writing for different audiences, showcasing your scientific contribution, and language variables such as verb tense and voice. Participants will give/receive peer feedback on the abstracts as time allows.

Participants should either bring their own abstracts or plan to write a new abstract on their own topic​.