This semester, I’ve written a few posts about making conference presentations (check out the conference tag for a full list). This is a topic that has been increasingly important to me, as I’ve started to more actively participate in the scholarly work in my field by attending and presenting at conferences. But giving conference talks and other kinds of presentations is something that I had never received any formal training in — and from the feedback I got from some of you on those earlier posts, it seems like I’m not alone in that experience.
But all that changed this past weekend, when I attended a fabulous day of workshops sponsored by my university called “Taking Research from the Page to the Stage.” The brain child of Prof. Julie Kiernan, of my school’s Theatre and Speech Communication department, these workshops offered explicit instruction on a wide range of topics related to making presentations. I got a TON of great ideas that I am just dying to share with all of you.
So, inspired by my friend Danah’s blog series on 21st century literacies, this post kicks off what will be a series of several posts on all things presentation. Today, let’s talk about the elevator pitch.
pitch = elevator pitch? Sources: Pixabay & thecompletepitcher.com
This year I’ve been facilitating an informal monthly peer writing group, as part of my work as a graduate assistant. I’ll be starting work on my Master’s thesis this summer (eep!), and my colleagues and I hope to continue the tradition of meeting once a week or so to check in with each other.
Guess we’re in stage 2? Source: izquotes.com
Before this year, I had never taken advantage of a peer-led writing group before; now, however, I find them indispensable. Here are some of the many benefits they offer:
My Digital Writing class and I currently have something big in the works. I’m hoping to be able to share more the details of that project with you soon, but in the meantime, I thought I’d talk a little bit about a related piece of writing I’m working on now: the brief academic biography.
This is a genre most often needed when preparing a work for publication or submission to a conference. At first glance summarizing your academic-self in 50-100 words might SOUND really easy, but surprise! It’s for sure NOT.
Source: pixshark.com… and of course Grumpy Cat.
If anything, it is more challenging than the longer academic bio or CV (see my blog post on CVs here) because it is so condensed. You are forced to be entirely thoughtful of your content and syntax, right down to the word level. No fluff here.
Unfortunately, as a Master’s student, I’m in the awkward position of not having yet done a significant amount of scholarship in my field — or even necessarily having established exactly what that field is. So unlike a PhD student, postdoc, or professor, I don’t have a particularly meaningful body of research to refer to in the bio. My solution? Do a little recon on some typical conventions of the genre (specifically, the brief academic biography of grad students) to find out what is considered kosher to include and what isn’t. Here’s what I found:
As a grad student, it is crucial to have a few go-to spots where I know I can automatically get into a productive frame of mind. I call upon each of them for different reasons and at different times. Here are a few of the beautiful places that help me get my work accomplished every day:
A sunny corner of my university library
Soo original, I know. But my university just completed construction on a gorgeous new library, so I take advantage of it at every possible opportunity. The best part: there are private (sound-proof!) study rooms that you can reserve for a study date with friends. With whiteboard walls, people! Walls you can WRITE ON! Enough said.
… In the humanities, at any rate. A professor of mine recommended me to Eric Hayot‘s The Elements of Academic Style: Writing for the Humanities earlier this semester and I’m so pleased to have been introduced to such a gem just before starting work on my thesis.
What Hayot does in this book that is so extraordinary is make visible all of the usually INvisible conventions of academic writing. As he says, “Why write a book on scholarly writing for graduate students and faculty in the humanities? Partly because no such book exists” (7). This is true, as far as I know. In short, highly digestible chapters (helpful for easy browsing at a reader’s convenience), he tackles topics like paragraph structure, footnotes and endnotes, and the various uses of parentheticals. Moreover, he does it all in delightful prose, as when he compares being “pro-jargon” with being “pro-gonorrhea” (178). But for me, perhaps the most concretely useful characteristic of Elements of Academic Style is Hayot’s frequent analysis of examples, for instance in his discussion of standard formats of academic titles of books and journal articles. He explains the efficacy (or not) of various real example titles.
I fully expect The Elements of Academic Style: Writing for the Humanities to be incredibly valuable to my upcoming thesis work, and I also foresee its applicability to the high school English classroom as I move into my teaching career. If you’re a graduate student, especially in the humanities, this book is nothing less than a must-read!
Bonus recommendation: Hayot calls Wendy Laura Belcher’s Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing Success “excellent”; I have yet to pick it up but I plan to soon (2).
What books are essential to your grad school career? Tell me about them in the comments!
Let’s talk about CVs. Two little letters, but they are hugely important. I don’t know about you, but I’m always trying to build a better curriculum vitae. I don’t just mean through participating in professional development activities, although that’s certainly true.
Instead, I mean agonizing over the most minute details of formatting and layout. I’m constantly trying to assess the most current, “correct” conventions of the genre (specific to my discipline) to make sure I meet that standard. However, while there are definitely some obligatory genre conventions, I’m learning that maybe there is more flexibility in terms of formatting than I had previously thought. So lately I’ve been trying to structure my CV so that it reads not only as correct, but maybe also a smidge personal to me.
Here are a few of the many, MANY permutations my CV has been subject to over the past few years.
One of my major projects at my graduate assistantship this year has been researching and designing supportive writing programs for graduate students across the disciplines. In order to determine what students at SSU want and need in terms of their writing, I started by doing some research on best practices at other comparable universities, and then conducted surveys of both SSU students and faculty. I wanted to share some of the results of my research here, since it’s quite fascinating, and at times surprising.
Let’s make some space to talk about writing. Source: Creative Commons