Writing advice and commentary from the editors at Essential Edits / SFeditor.ca
I like the quote obviously, but the thrust of the paper is that students need to understand why, after years of academic success, they suddenly discover they can't write when they sit down to write their thesis. Understanding that a thesis is different than anything they've done so far, that they essentially have to unlearn all the strategies that have helped them so much up to now, is a prerequisite of success.
What is most revealing is that 85% of those who fail to complete their thesis or dissertation drop out after successfully completing all their coursework and research. It is understandable if after a year in the program some students decide it's not for them and drop out. But that represents only about 15% of those who don't make it. The rest are people who stall out writing while writing their thesis— often after seven or eight years in the program. The financial, career, and emotional costs of such a high investment of time and energy for no return is clearly unacceptable, yet these statistics have not changed in over 50 years.
It doesn't have to be this way. Since the dropout rate is highest while students are registered in the thesis or dissertation, I would argue that the real reason people fail is that no one has taught them that undertaking a sustained piece of writing, such as a thesis or dissertation, requires different skills and strategies then other forms of writing; that they must unlearn the strategies that got them through their undergraduate papers and learn a whole new approach.
A key aspect of that new approach is understanding that angst is an inevitable part of writing. Almost everyone is anxious about their research-writing, as aptly illustrated by the cover of Anxiety Magazine. Since the problems that afflict 50% of thesis-route graduate students is the actual process of writing the thesis, a writing coach may be the best way to address these issues.
If one is struggling with writing basics—sentence or paragraph structure, transition sentences, citation format, and so on—then most campuses have a writing center that can help even graduate students improve their writing skills. The service is free. If one has generalized anxiety or test anxiety or thesis anxiety, most campuses similarly have professional counselors to help talk one through emotional issues.
If, however, your problems relate specifically to your thesis with things like writers' block, your ideas not 'jelling', lack of motivation, angst over your research writing not being good enough, and so on, then a writing coach might be what you need. Some campuses offer thesis-writing seminars, workshops, and so on ... but many do not. A private writing coach charges fees, but the fees are likely less than the cost of a typical graduate course or even just the fees charged to continue your registration for yet another extension as you struggle alone to finish your thesis. A writing coach can get you through the writing portion of the thesis faster, with less pain [there is no such thing as 'painlessly' when it comes to thesis-writing] and with a greater likelihood of success.
Start with the FREE 32-page guide from EssentialEdits.ca to understanding the thesis-writing process and strategies to address the logistical and psychological barriers to completing a thesis. (See also the "thesis" button on the EssentialEdits.ca homepage for other useful resources for Graduate Students, such as the pamphlet on how to choose your thesis supervisor or the pamphlet on keeping key files safely backedup.)
For personal coaching on your thesis or dissertation, Dr. Runté and his staff are ready to help. $400-$500 buys ten hours of coaching. All coaching, tutoring, and editing is done within the ethical guidelines of the Editors Association of Canada.
My wife (seen here reflected in the mirror in the background) caught this candid shot of me editing. Clearly, I love my job.
Bahahahaha!
Also, I tend to lose track of time, and apparently hadn't noticed that the sun had gone down and I was now working in the dark.
Very pleased to have a chapter in the just released Routledge collection, Global Perspectives on Teaching Excellence entitled "Excellence for what? Policy Development and the Discourse of the Purpose of Higher Education." The collection is basically a reaction to recent legislation in the UK that attempted to measure and mandate teaching excellence in higher education. My wife and I wrote a critique using my discourse analysis model of the purpose of higher education applied to the new legislation to suggest that the government's definition of 'excellence' might be somewhat problematic from the perspective of students and learning.
Of course, discourse analysis is a large part of academic editing, so it's nice to be able to keep my hand in original research/publication to be part of this excellent collection.
It's a pretty good summary of the process and principles I think most successful writers come to live by. (He ended up with a pretty great book.)
