Writing a Conference Abstract
Wednesday, March 9 @ 7:00 PM; register here.
Do you see a conference in your future? Here we will review the best practices of responding to a CFP. We’ll look at graduate school conference CFPs, as well as regional and national conference CFPs—each has its own peculiarities. We’ll provide examples of successful critical and pedagogical abstracts. We’ll also take a look at a few abstracts that failed to effectively navigate the sometimes-idiosyncratic language of a CFP and discuss why we think they failed to qualify for their panel. 

 

Structuring Argument-Based Writing
Friday, March 25 @ 11:00 AM; register here.
Writing a long paper can be challenging, especially when it comes to organizing all the reading and thinking one has done into a coherent progression of paragraphs and sections. This webinar introduces participants to some of the fundamental principles that help guide decisions about structuring a longer academic essay. 

 

Multilingual Toolkit: Using an Academic Phrasebank

Wednesday, March 30 @ 3:00 PM; register here.
While multilingual grad students (international and otherwise) have demonstrated the required English proficiency to attend the Graduate Center, most will benefit from instruction, support, and guidance as they familiarize themselves with the genre(s) of academic writing in their respective disciplines. While novice writers will want to focus on grammar correction, multilingual writers working at the graduate level need to prioritize their proficiency in higher order aspects of writing, things like identifying audience, purpose, and form (structure) of their various assignments (e.g., essays, articles, book reviews, proposals, presentations, etc.) and taking these factors into account when making an argument or supporting a knowledge claim. This webinar will show participants how to use an academic phrasebook as a way to move through typical sections of a research paper/dissertation (e.g., introducing work, referring to sources, describing methods, reporting results, discussing findings, writing conclusions) and more general functions of academic language (e.g., being tentative, being critical, comparing and contrasting, classifying and listing, defining terms, describing trends, etc.).