{"id":37513,"date":"2017-01-16T11:41:24","date_gmt":"2017-01-16T19:41:24","guid":{"rendered":"http:\/\/world.edu\/?p=37513"},"modified":"2017-01-16T11:41:24","modified_gmt":"2017-01-16T19:41:24","slug":"paper-not-working-try-whats-problem-approach","status":"publish","type":"post","link":"https:\/\/world.edu\/paper-not-working-try-whats-problem-approach\/","title":{"rendered":"Paper not working? try the \u201cwhat\u2019s the problem?\u201d approach"},"content":{"rendered":"<p><a href=\"https:\/\/world.edu\/wp-content\/uploads\/2017\/01\/paperwriting.jpeg\"><img fetchpriority=\"high\" decoding=\"async\" src=\"https:\/\/world.edu\/wp-content\/uploads\/2017\/01\/paperwriting.jpeg\" alt=\"paperwriting\" width=\"340\" height=\"234\" class=\"alignright size-full wp-image-37514\" srcset=\"https:\/\/world.edu\/wp-content\/uploads\/2017\/01\/paperwriting.jpeg 340w, https:\/\/world.edu\/wp-content\/uploads\/2017\/01\/paperwriting-250x172.jpeg 250w\" sizes=\"(max-width: 340px) 100vw, 340px\" \/><\/a><\/p>\n<p>Ever find yourself with a draft of a journal article that you\u2019re just not happy with? Can\u2019t put your finger on what\u2019s wrong? Well you\u2019re not alone. The being-disgruntled-with-a-paper-but-unsure-of-the-reason syndrome is the most common\u00a0problem I see in writing workshops.<\/p>\n<p>Unhappy drafters have almost always completed research that\u2019s interesting and that potentially makes a contribution. They can write about the background literatures and methods as well as their results.\u00a0They\u2019ve\u00a0chosen a target journal and written for that\u00a0specific readership. But they still can\u2019t seem to get the paper into shape. Grrrrrr. What\u2019s wrong?<\/p>\n<p>When I read these drafts I quite\u00a0often\u00a0see a paper that doesn\u2019t have a clear warrant. The writer hasn\u2019t yet established the need for the research that the paper reports. It\u2019s not that they don\u2019t know it, they just haven\u2019t\u00a0communicated it in ways that will make sense to, and connect with, their readers.\u00a0And that means \u2013 in paper writing terms \u2013 that\u00a0the introduction and the conclusion in particular aren\u2019t doing their job.<\/p>\n<p>I\u2019ve found that the\u00a0most helpful question I can ask in this situation is this:<\/p>\n<p><strong>What\u2019s the problem for which your piece of research offers an answer?<\/strong><\/p>\n<p>Once the problem is clear, it\u2019s easier to think about how to stage the argument, and most importantly, how to re-write the introduction. Armed with the answer to the \u201cWhats the problem?\u201d question, the writer can:<\/p>\n<ul>\n<li>establish the context for the problem<\/li>\n<li>state the problem, and<\/li>\n<li>provide some compelling evidence that it exists and is important.<\/li>\n<\/ul>\n<p>In doing this, the\u00a0introductory text\u00a0must also<\/p>\n<ul>\n<li>connect the evidence of, and the need to solve the problem, to the interests of the journal readers.<\/li>\n<\/ul>\n<p>This set of \u2018problem\u2019 focused moves \u2013 <strong>context, problem, evidence, connection<\/strong> \u2013 begins the introduction to a paper, \u00a0creates the warrant for the research that follows,\u00a0and sets up the\u00a0argument.<\/p>\n<p><a href=\"https:\/\/world.edu\/wp-content\/uploads\/2017\/01\/question.jpeg\"><img decoding=\"async\" src=\"https:\/\/world.edu\/wp-content\/uploads\/2017\/01\/question.jpeg\" alt=\"question\" width=\"680\" height=\"453\" class=\"aligncenter size-full wp-image-37515\" srcset=\"https:\/\/world.edu\/wp-content\/uploads\/2017\/01\/question.jpeg 680w, https:\/\/world.edu\/wp-content\/uploads\/2017\/01\/question-250x167.jpeg 250w\" sizes=\"(max-width: 680px) 100vw, 680px\" \/><\/a><\/p>\n<p>Let me show you an example of how the problem posing approach works as an introduction.<\/p>\n<p>I\u2019m going to look at a paper by <a href=\"http:\/\/www.arts.ac.uk\/research\/ual-staff-researchers\/a-z\/dr-saranne-weller\/\">Saranne Weller<\/a> called \u201cNew lecturer\u2019s accounts of reading higher education research\u201d (2011 <em>Studies in Continuing Education<\/em>, 33(1)- 93-106).<\/p>\n<p>Weller conducted a small pilot study examining the reading practices of four new lecturers from different disciplines. She asked them to choose and annotate two key readings about higher education. She then interviewed each participant, talking through their reading strategies. Her analysis of their responses led her to \u2018see\u2019\u00a0three key themes that underpinned their reading: (1) their positioning as an insider in their discipline, but an outsider in higher education more generally: (2) difficulties they experienced in engaging with the language and disciplinary conventions of higher education research; and (3) tensions between their practitioner experience within their discipline and the abstract theory offered in higher education research.<\/p>\n<p>So, let\u2019s try out the question approach. What was the problem that Weller was addressing and for which her research provided (part of) an answer?<\/p>\n<p>The context\u00a0was \u2013 and is \u2013 that universities \u2013 in the UK at least \u2013 now require newly appointed lecturers to engage in pedagogical \u2018training\u2019, often for a formal award. The expectation is that new lecturers will develop a theoretically informed teaching practice \u2013 and integral to doing this is reading higher education research, reading that is out of their home disciplines. However, the problem is that\u00a0we know very little about what new lecturers actually make of the reading they are offered. Therefore, we don\u2019t know how useful it is and whether it contributes to the goals of the training courses, namely, to support more reflective teaching.<\/p>\n<p>So\u00a0how does Weller introduce this problem for which her research provides, if not an answer, certainly some unsettling questions?<\/p>\n<p>Well, here are the first three paragraphs of her introduction. I\u2019ve abridged the middle one, simply because I want to show how Weller\u00a0makes the moves \u2013 context, problem, evidence and connections.<\/p>\n<table style=\"height: 1707px;\" width=\"463\">\n<tbody>\n<tr>\n<td width=\"306\">Paragraphs<\/td>\n<td width=\"145\">Commentary<\/td>\n<\/tr>\n<tr>\n<td width=\"306\">1. \u00a0It is widely accepted that new lecturer professional development programmes should require participants to engage not only in reflective practices for the purposes of\u00a0enhancing their teaching but that such reflection should be grounded in a critical understanding of current educational theories acquired through reading higher education scholarship. Self-referential acts of practitioner reflection should therefore be developed further \u2018by regularly evaluating and analysing personal professional\u00a0approaches against ideas and insights gained from and generated by research and scholarly work\u2019 (Daly, Pachler, and Lambert 2004, 101). In the context of the professionalising of higher education, Ferman\u2019s (2002) review of what lecturers identified as valuable for their enhancement supports this account of lecturers\u2019\u00a0literacy practices as central to lecturers\u2019 understanding of their academic professionalism. For her respondents, \u2018professional reading\u2019 emerges as a major theme for lecturers\u2019 individual development, where reading includes both pedagogic and disciplinary topics.<\/td>\n<td width=\"145\">The <strong>context<\/strong> is established \u2013 newly appointed lecturer programmes expect theoretically- informed teaching.The use of terms such as reflective practice, critical understanding and individual development <strong>connects <\/strong>with the journal c community interest in continuing education.<\/p>\n<p><strong>Evidence<\/strong> is provided of the assumption that reading is a Good Thing.<\/td>\n<\/tr>\n<tr>\n<td width=\"306\">2. \u00a0Similarly, King\u2019s (2004) survey of what academics considered important for their continuing professional development found that the reading of learning and teaching articles was rated more highly than centrally organised academic development. Professional development events \u00a0 workshops, conferences, award-bearing courses remain key institutional learning and teaching enhancement interventions. Yet translating the outcomes of such activities into the workplace can be challenging where non-formal learning, including reading about learning and teaching, is \u2018likely to be a more significant response than formal learning\u2019\u00a0for \u2018confronting professional obsolescence\u2019\u00a0 \u2026<\/td>\n<td width=\"145\">This paragraph continues to provide <strong>evidence<\/strong> from higher education research into assumptions about reading. The use of the term \u2018non-formal learning\u2019 also <strong>connects<\/strong> to the journal readers\u2019 interests.<\/td>\n<\/tr>\n<tr>\n<td width=\"306\">\u00a03. Despite the central role that reading higher education research might play in developing academic activities, <strong>such practices have received little critical attention in research into either the literacy experiences of lecturers or their professional development.<\/strong> For many lecturers, a model of \u2018scholarly teaching\u2019\u00a0relies on reading rather than writing practices, given the expectation that lecturers might read and apply research about higher education to enhance their practice but might not necessarily produce comparable written research about their own practices. Inquiry\u00a0into the literacy challenges for academics, however, has remained focused on the specific demands of writing whether that be the demands of disciplinary research writing (Badley 2009), written feedback processes on student work (Lea and Street 2000) or everyday workplace writing (Lea and Stierer 2009) \u00a0 rather than the\u00a0particular requirements of academic reading.<\/td>\n<td width=\"145\">Weller now moves on to the <strong>problem\u00a0<\/strong>that\u00a0the paper addresses \u2013 all of this practice and research has assumed that reading higher education research is unproblematic.&nbsp;<\/p>\n<p>Taken together context, problem and evidence\u00a0provide the <strong>warrant<\/strong> for the paper.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Because Weller had established the problem as lack of knowledge about new lecturer reading \u00a0in the introduction of the paper, she was able to return to it in the paper\u2019s conclusion.\u00a0Weller was also able to raise questions for universities interested in improving teaching practice through supported and systematic professional development. This was her So What response.<\/p>\n<p>Im sure you can see from this account of Weller\u2019s paper the other thing that is helpful about a problem-based approach to an introduction. And that\u2019s to do with the Conclusion. Once you\u2019ve established the problem you\u2019re addressing at the start, you can easily return to it in the conclusion, showing how your evidence\/research does provide insights\/questions\/answers. You can then discuss the implications of the research for the context you outlined at the start. I haven\u2019t shown Weller\u2019s conclusion\u00a0here\u00a0but I\u2019m sure that you can guess it.<\/p>\n<p>It\u2019s important to note that the What\u2019s the Problem question, and the problem-based approach to Introductions that I\u2019ve outlined are not the only way to write a paper or sort out writing issues. The question is however a useful strategy to add to your own writing diagnostic repertoire. Try it out and see if it helps you too.<\/p>\n<p><i>A caveat<\/i><\/p>\n<p>The three moves \u2013 context, problem, evidence and connection \u2013 are what Barbara and I refer to as the <a href=\"https:\/\/patthomson.net\/2016\/01\/11\/writing-the-introduction-to-a-journal-article\/\">Locate <\/a>move, and what Swales and Feak refer to in the first part of their <a href=\"https:\/\/patthomson.net\/2011\/07\/10\/create-a-research-space\/\">Create a Research Space<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Ever find yourself with a draft of a journal article that you\u2019re just not happy with? Can\u2019t put your finger on what\u2019s wrong? Well you\u2019re not alone. The being-disgruntled-with-a-paper-but-unsure-of-the-reason syndrome is the most common\u00a0problem I see in writing workshops. Unhappy drafters have almost always completed research that\u2019s interesting and that potentially makes a contribution. They [&hellip;]\n&hellip; <a href=\"https:\/\/world.edu\/paper-not-working-try-whats-problem-approach\/\" class=\"more\">learn more&rarr;<\/a><\/p>","protected":false},"author":33,"featured_media":37514,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[42641],"coauthors":[11733],"class_list":["post-37513","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-higher-education","tag-paper-writing"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.2 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Paper not working? try the \u201cwhat\u2019s the problem?\u201d approach - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/paper-not-working-try-whats-problem-approach\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Paper not working? try the \u201cwhat\u2019s the problem?\u201d approach - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Ever find yourself with a draft of a journal article that you\u2019re just not happy with? 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