• Introduction
• Make the implicit explicit—explore audience expectations
• Analyse text—dissect or decode research genres
• Acquisition and mastery—students reproduce research genres
• You are not alone!
• Reference

Introduction

Research suggests that one way of teaching novice research writers how to produce effective texts is to design activities that move from analysis of the genres or patterns students must master, and then to reproduction of these genres and patterns, and finally to feedback on their own work. This can occur within supervision, structured workshops or other research training forums which incorporate an analysis of writing, prewriting, feedback on writing, revision of writing, and reflection on writing. Although learning typically moves back and forth in an iterative fashion, the steps involved might be stated as:

1. Make explicit what is implicit—explore target audience expectations.
2. Analyse—dissect or decode research genres and language patterns to make them visible.
3. Acquisition and mastery—students gradually learn to reproduce research genres.

Make explicit what is implicit—explore target audience expectations

In addition to content knowledge and clarity about writing intention, writers need to be familiar with the expectations of their intended audience. This step involves exploring the purposes and audience expectations of specific types of research text and, where possible, showing how these expectations manifest in specific textual practices. Exercises might include for example:

• discussion of the primary concerns of reviewers of research proposal panels, and how these concerns are reflected in the content of the research proposal;
• exploration of thesis examination requirements, and discussion of how the 'original contribution to knowledge' is foregrounded and situated within the thesis or exegesis;
• consideration of publication purpose, process, and context, and how this informs a publication plan during candidature.

Analyse text—dissect or decode research genres

In addition to understanding audience expectations, writers need to be familiar with the type of text they are aiming to produce. This step is useful for writers who have not written the specific text type before. This step could involve exploring the way that texts are structured, the style adopted, common language and citation patterns, as well as textual or rhetorical strategies for creating cohesion and capturing the reader's interest. The aim is for students to become aware of common writing habits and patterns used in the discipline for the target text.

Exercises might involve exploring examples of a specific text type or section within a text in the discipline with candidates. The discussion could involve asking students to:

• identify the function or purpose of different types of content, the order of content, and perhaps think about why it is ordered in the way it is;
• underline words and phrases to identify language patterns that are typical in the text type;  
  
• comment on what they thought was done well in the text, and anything they were unsure of, and what they would do differently.

Acquisition and mastery—students reproduce research genres

In order to produce a text, writers need to know how to plan, draft, and revise text; they need to have a regular and effective writing habit, and they need to be able to accept and implement feedback on their writing. Supporting the writing process might include providing opportunities to get writing done (writing retreats), to discuss effective writing habits, and to facilitate feedback about both research genre and discipline content (different types of writing groups or seminars). Some strategies for supporting the writing process are covered in the next topic. 

You are not alone! 

EDGE writing workshops are designed to support supervisors and Academic Units by working with groups of research students, thereby saving supervisors' some time. Since much research writing is based on common or generic structures and patterns, groups of candidates from different discipline areas can often be brought together in the same teaching space, which also aids networking and ongoing peer learning. Discipline specific principles are covered in workshops by exploring examples in workshops, showing students how to analyse their own discipline examples, and by exploring different discipline practices within mixed groups.  

EDGE research writing training provides students with opportunities to:

• engage in discussion about the audience expectations underpinning different types of research text;
• discover structural and language patterns within examples of research texts from their discipline which they bring to workshops;
• ask questions and discuss research writing with peers;
• articulate and test out their own ideas with peers;
• receive constructive feedback on writing and oral presentations; 
• practice skills for giving and receiving constructive feedback on writing.

• Social sciences, business, education and humanities
• STEM and Medical and health sciences

Reference referred to in the production of this resource

Nazarenko, L. & G. Schwarz. (2010). Reflections on practice a refocused approach to writing instruction: Incorporating a focus on genre into the writing process, Writing & Pedagogy, pp. 1756–5847 (online)