National Workshop on Academic Writing- 2026 at Department of English,MKBU
This blog records my experience at the National Workshop on Academic Writing conducted by the Department of English, Maharaja Krishnakumarsinhji Bhavnagar University (MKBU), in collaboration with the Knowledge Consortium of Gujarat (KCG), Government of Gujarat. The five-day intensive programme assembled eminent academicians to discuss various dimensions of academic writing, responsible use of artificial intelligence, research methods, publication ethics, UGC NET preparation, and planning an academic career.
Through keynote addresses, engaging discussions, and hands-on sessions, the workshop provided meaningful understanding of how academic knowledge is created, presented, and validated. The deliberations enhanced my awareness of research integrity and scholarly expression, while also encouraging critical reflection on current issues within academia. In every sense, the workshop was a demanding yet rewarding intellectual journey that greatly enriched my academic perspective and development.
INAUGURAL CEREMONY :
The Department of English, Maharaja Krishnakumarsinhji Bhavnagar University (MKBU) conducted a National Workshop on Academic Writing in collaboration with the Knowledge Consortium of Gujarat (KCG), Government of Gujarat. The opening ceremony witnessed the presence of university officials, invited scholars, faculty members, research students, and learners. The event was smoothly compered by Prakruti Bhatt, Research Scholar and Visiting Faculty from the Department of English.
The programme began with a formal welcome, followed by the rendition of the University Song and Prayer. As a gesture of honour and as a symbolic recognition of the lasting significance of knowledge, the dignitaries on the dais were felicitated through the traditional offering of books.
Among the distinguished guests were the Honourable Vice-Chancellor, Prof. (Dr.) B. B. Ramanuj; the In-Charge Registrar, Dr. Bhavesh Jani; the Dean of the Faculty of Arts, Dr. Kishor Joshi; and the invited resource persons, Prof. (Dr.) Paresh Joshi and Dr. Kalyan Chattopaadhyaay.
Prof. (Dr.) Dilip Barad delivered the introductory address, outlining the vision and aims of the workshop. He spoke about the pressing academic need to maintain a thoughtful balance between human intelligence and artificial intelligence. He also presented an overview of the workshop’s framework, which included academic writing proficiency, ethical engagement with AI, research aptitude development, guidance for NET/JRF preparation, and the creation of a digital academic resource platform for English studies.
The first plenary lecture was presented by Prof. (Dr.) Paresh Joshi, who examined the transformation of writing across historical periods. He stressed the necessity of safeguarding human originality and analytical thinking in an era shaped by artificial and generative intelligence. He further highlighted the indispensable role of academic writing for scholars in language and literature.
The second plenary session was delivered by Dr. Kalyan Chattopaadhyaay, who explored the lineage of academic writing in India, beginning from ancient knowledge traditions to modern policy frameworks such as NEP 2020 and NCF 2023. He emphasised the value of multilingual education, indigenous knowledge systems, and inclusive scholarly practices.
Dr. Kishor Joshi, Dean of the Faculty of Arts, presented data-driven perspectives on research productivity, standards of publication, and funding trends in India. He underscored the duty of educators and researchers to elevate the quality of academic writing and to strengthen research standards.
The inaugural programme concluded with the presentation of mementoes to the invited speakers by the Honourable Vice-Chancellor, followed by a formal vote of thanks extended to the dignitaries, participants, organisers, and student volunteers who contributed to the success of the event.
DAY ONE - FIRST SESSION
Date: 27 January 2026
Resource Person: Prof. (Dr.) Paresh Joshi, Professor, Department of English, Veer Narmad South Gujarat University, Surat
The session revolved around the themes of Academic Writing and Prompt Engineering. It commenced with a formal welcome and a brief introduction of the resource person. Prof. Joshi, who possesses more than twenty years of experience in teaching and research, has made significant contributions to areas such as English Language Teaching, Applied Linguistics, Phonetics, and scholarly writing. His academic journey and professional accomplishments were outlined before he was invited to deliver his lecture.
In the initial segment of the session, Prof. Joshi elaborated on the characteristics of academic writing. He distinguished it clearly from creative or literary writing by referring to examples like an encyclopaedia description of London and a poem by William Wordsworth. Through these comparisons, he clarified that academic writing is part of the domain of knowledge production. It demands objectivity, factual accuracy, logical structure, and evidence-based arguments, whereas literary writing is largely driven by imagination and emotion.
He further described academic writing as a structured dialogue within the scholarly community. According to him, a researcher begins by carefully reviewing existing literature, then summarises earlier viewpoints, analyses them critically, and ultimately presents original insights supported by credible evidence. He also explained the stages involved in academic writing, such as outlining ideas, drafting, peer review, revision, careful proofreading, final submission, and receiving feedback.
Using practical and simple illustrations, Prof. Joshi discussed essential principles of effective academic writing, including maintaining a formal style, ensuring clarity, avoiding unnecessary repetition, being precise rather than general, organizing ideas logically, making balanced claims, and presenting a clear and focused thesis statement.
The latter part of the session introduced Prompt Engineering as an important skill in the era of Artificial Intelligence. Prof. Joshi explained that prompt engineering involves framing clear, detailed, and purposeful instructions to AI systems in order to receive meaningful and relevant responses. He demonstrated various prompting strategies such as zero-shot, one-shot, few-shot, chain-of-thought, role-oriented, and audience-based prompts through relatable examples.
He also spoke about the responsible use of AI in academic contexts. He cautioned students against relying excessively on AI tools and reminded them that such tools can sometimes generate inaccurate or misleading information. Therefore, verification and critical evaluation are essential. He advised participants to use AI for supportive purposes like language correction, editing, and brainstorming ideas, but not to substitute it for independent thinking and originality.
The session concluded with reflections from students, who expressed appreciation for the clarity of explanation, relevant examples, and practical guidance. Many participants remarked that the session provided them with a better understanding of academic writing standards and encouraged them to use AI tools thoughtfully and ethically in their academic pursuits.
DAY ONE – SECOND SESSION | DAY TWO – FIRST SESSION
Session Title: Academic Writing in English for Advanced Learners – I & II
Resource Person: Dr. Kalyan Chattopadhyay, Author, ELT Specialist, and UGC Master Trainer from Bankim Sardar College, University of Calcutta, Kolkata.
Dates: 27 January 2026 – 28 January 2026
The two lectures delivered by Dr. Kalyan Chattopadhyay were both intellectually stimulating and methodologically grounded, concentrating on the ways in which academic knowledge is shaped, articulated, and asserted within research writing. Collectively, the sessions presented academic writing not only as a structured format but also as a rhetorical act that requires conscious decision-making and scholarly responsibility.
At the beginning, Dr. Chattopadhyay identified four essential qualities of academic writing—formality, objectivity, clarity, and accuracy—and demonstrated how these qualities are reflected in research articles through appropriate tone, careful word choice, sentence construction, citation style, and an impersonal approach. He highlighted the importance of clearly defining research problems, framing hypotheses and research questions precisely, and analysing data thoughtfully rather than depending on personal beliefs. Participants were cautioned against making overly assertive claims such as “I prove” and were introduced to the practice of hedging when full certainty is not possible.
The sessions then moved to the organisation of research papers, with particular attention to distinguishing between results and their interpretation. Dr. Chattopadhyay emphasised that strong academic writing depends on evidence-supported arguments, systematic methodology, and triangulation of data. He also underlined the necessity of clearly describing participants, tools, and research procedures. By referring to sample research articles and the thesis proposals of participants, he demonstrated the value of accurate citation, logical structuring, and clear transitions between ideas.
A substantial portion of the discussion addressed the question of authorial presence in academic texts. Drawing insights from Ken Hyland’s scholarship on writer identity, Dr. Chattopadhyay explained that academic discourse is not entirely detached or anonymous. Researchers must deliberately choose how visible they want to be in their writing. He illustrated how authors signal their objectives, outline methods, and interpret findings, encouraging participants to reflect critically on the use of first-person expressions such as “I” and “we.” Strategic authorial presence, he suggested, can strengthen clarity, accountability, and academic authority while still maintaining formal standards.
Participants were invited to revisit their own drafts and refine the representation of their roles, particularly in abstracts, findings, and concluding sections. Comparisons were drawn between impersonal constructions like “it was observed that” and more direct formulations such as “we argue” or “I suggest,” prompting discussion on the implications of writer visibility. Differences in disciplinary conventions regarding authorial voice were also acknowledged, recognising that expectations vary across academic domains.
Considerable attention was devoted to the concept of hedging. Dr. Chattopadhyay stressed that research assertions are seldom absolute and therefore require cautious framing. Through illustrations drawn from published scholarship, he showed how terms like “may,” “appears,” “suggests,” and “possibly” help writers present balanced arguments, acknowledge alternative perspectives, and maintain academic modesty. Participants also examined how the degree of hedging differs across sections of a research article and how both excessive caution and unwarranted certainty can undermine credibility.
The sessions further explored citation and attribution as rhetorical strategies rather than mere formalities. Citation was described as a means of situating one’s research within ongoing scholarly conversations. Dr. Chattopadhyay clarified the difference between integral and non-integral referencing, discussed the role of reporting verbs, and encouraged synthesising multiple sources instead of simply listing them. Special focus was given to structuring literature reviews in a way that identifies debates, gaps, and intellectual positions within a field.
In the final segment, participants received guidance on composing strong conclusions that restate key findings, emphasise the contribution of the study, and responsibly assert interpretive claims. They were also advised to adapt their style and authorial stance according to the norms of specific journals, while preserving coherence in their scholarly identity.
Overall, the two sessions deepened participants’ understanding of academic writing as a disciplined and intellectually demanding practice. They enhanced confidence in shaping a research voice, applying hedging appropriately, and using citation strategically—ultimately strengthening both the transparency and reliability of scholarly work.
DAY TWO – SECOND SESSION | DAY THREE – SECOND SESSION
Session Title: Academic Writing and BAWE Corpus – I & II
Dates: 28 January 2026 – 29 January 2026
Mode: Online
Resource Person: Dr. Clement Ndoricimpa , eacher-Researcher and Lecturer at École Normale Supérieure du Burundi (Burundi Higher Institute of Education), East Africa.
The lecture delivered by Dr. Clement Ndoricimpa was dedicated to equipping research scholars with the skills required to prepare articles suitable for publication in journals indexed in Scopus and Web of Science. The sessions were detailed, practice-oriented, and addressed both procedural requirements and ethical responsibilities in academic publishing. Major themes included understanding indexing systems, organising research articles, maintaining academic style, responsible use of AI, avoiding plagiarism, and managing references efficiently.
Dr. Ndoricimpa began by clarifying the significance of Scopus and Web of Science as leading abstracting and citation databases that index peer-reviewed journals and conference proceedings across disciplines. He explained that publication in such indexed journals enhances academic visibility, increases citation potential, strengthens professional credibility, improves funding prospects, and supports career progression. Since these journals follow rigorous evaluation standards, researchers must align their work with clearly defined scholarly expectations.
Attention then turned to the structure of a strong research article. Although formats may vary across disciplines, he noted that many high-quality papers follow the IMRD model—Introduction, Methodology, Results, and Discussion. Particular emphasis was placed on the Introduction, described as the most decisive section because it shapes the reviewer’s and reader’s first impression.
He explained that an effective introduction generally follows a three-stage pattern. The first stage establishes the research area by presenting the topic as significant and grounding it in existing scholarship. The second stage identifies a research gap by pointing out limitations, unresolved issues, or tensions in previous studies. The final stage clearly states the purpose, focus, or objectives of the present research, thereby positioning the study within the identified gap. Logical sequencing and appropriate academic phrasing were highlighted as essential to maintaining coherence between these stages.
Throughout the sessions, Dr. Ndoricimpa repeatedly drew attention to a recurring problem in participant drafts: insufficient referencing. Broad claims such as “studies suggest” must always be supported with proper citations. Unsupported statements weaken credibility and are unacceptable in indexed publications. He also encouraged the use of recent, relevant scholarship, noting that outdated sources diminish the scholarly value of a manuscript.
Academic language was another important focus. He stressed the necessity of formal expression, clarity of argument, precision in vocabulary, and logical progression of ideas. Connective words such as however, although, therefore, and despite were presented as tools for constructing persuasive arguments. Participants were advised to avoid ambiguity and sweeping generalisations and to adopt language appropriate to their specific disciplines.
A separate portion of the lecture addressed the ethical use of artificial intelligence tools, including ChatGPT, Gemini, DeepSeek, and Perplexity. Dr. Ndoricimpa acknowledged ongoing debates about AI in academia. While some view it as a threat due to risks of plagiarism, others recognise its value for improving language and structure. He made it clear that AI should assist with editing and refinement, not generate original scholarly arguments. Intellectual responsibility, he emphasised, must remain with the author, and effective use of AI requires thoughtful prompting and critical evaluation.
Plagiarism was discussed as a serious breach of academic integrity. Dr. Ndoricimpa defined it as presenting another person’s ideas or wording without proper acknowledgement. He reminded participants that indexed journals conduct similarity checks prior to peer review, and manuscripts with high similarity indices are rejected immediately. Maintaining originality and transparency is therefore essential.
The importance of accurate citation and systematic reference management was also explored. Dr. Ndoricimpa introduced Mendeley as a practical tool for organising references and maintaining citation consistency. He reviewed commonly used citation styles such as APA, MLA, Chicago, and Vancouver, and demonstrated how reference management software can streamline formatting. Participants were guided through downloading the software, creating accounts, and importing references, with special emphasis on verifying bibliographic details to prevent technical errors.
Beyond procedural guidance, the session held personal academic relevance. The speaker reflected on earlier academic interactions with Dr. Ndoricimpa, recalling how foundational workshops during undergraduate studies emphasised objectivity, coherence, grammatical accuracy, and balanced reasoning. Later postgraduate sessions expanded toward argument structure, theoretical positioning, and engagement with scholarly debates. Encountering his mentorship again during AWW 2026 reinforced not only the practical demands of publishing in indexed journals but also the ethical seriousness required in sustained academic work.
The lecture concluded with constructive feedback on participant drafts and appreciation for their active participation. Overall, the sessions offered thorough and applicable guidance on preparing publishable manuscripts, understanding journal standards, preventing plagiarism, using AI responsibly, and organising references effectively—greatly enhancing participants’ preparedness for publication in indexed academic journals.
DAY THREE – FIRST SESSION
Session Title: Detecting AI Hallucination and Using AI with Integrity
Date: 29 January 2026
Resource Person: Prof. (Dr.) Nigam Dave , Professor, School of Liberal Studies (SLS), Pandit Deendayal Energy University, Gandhinagar, Gujarat, India
The lecture “Detecting AI Hallucination and Using AI with Integrity” explored the challenges and ethical concerns surrounding the use of Artificial Intelligence in academic research. Prof. Nigam Dave explained how AI tools function, why their responses can sometimes be unreliable, and how scholars can use them responsibly with proper human oversight.
He began by reminding participants that although AI is powerful, it should never be accepted without verification. True scholarship, he emphasised, depends on critical thinking, patience, and careful checking of facts. Tracing the journey of knowledge from oral traditions to the digital age, he highlighted how today’s fast, technology-driven environment often reduces deep reading and sustained reflection.
A key focus of the lecture was AI hallucination—when AI generates information that sounds convincing but is factually incorrect. Since AI predicts language patterns rather than verifies truth, it may produce fabricated references, vague claims, or inaccurate quotations. Prof. Dave warned that subjects like English studies are particularly vulnerable because AI can easily imitate interpretative academic language. He also discussed bias in AI systems, noting that they reflect the prejudices present in human-generated data.
Despite these limitations, he encouraged the ethical and strategic use of AI for tasks such as proofreading, formatting, checking journal details, and refining drafts. However, he strongly advised against using AI to create core arguments or original research content. Intellectual responsibility must always remain with the researcher.
Concluding the session, Prof. Dave stressed that genuine knowledge requires judgment and verification. Overall, the lecture offered a thoughtful and balanced perspective, guiding scholars to use AI with awareness, integrity, and critical responsibility.
DAY FOUR & DAY FIVE
Session Title: From Classroom to an Academic Career
Resource Person: Dr. Kalyani Vallath , CEO and Founder, Vallath Education, Thiruvananthapuram, Kerala
Dates: 30 January 2026 – 31 January 2026
The two-day sessions led by Dr. Kalyani Vallath were among the most impactful parts of the workshop. They combined academic writing, UGC NET preparation, literary studies, and career guidance into a unified learning experience that focused not only on knowledge but also on developing the right academic attitude.
For the participant, these sessions were personally meaningful. Having first attended Dr. Vallath’s lecture in 2019 and later benefited from her online courses and study materials, meeting her again felt like a continuation of long-term academic guidance. This continuity strengthened both confidence and clarity in approaching scholarly work.
Dr. Vallath began with the idea that education should inspire curiosity and self-belief rather than simply deliver information. She explained that effective writing is not an inborn gift but a skill shaped through practice, planning, and revision. Students were encouraged to adopt a growth-oriented mindset and to begin writing without fear of imperfection. Practical techniques such as free writing, mind mapping, reverse planning, and structured goal-setting were introduced. AI tools were described as helpful for support tasks, but never as replacements for independent thought.
In the sessions on UGC NET preparation, she clarified that the examination mainly tests reasoning, analysis, and conceptual understanding rather than memorised facts. By examining question patterns and distractors, she demonstrated how calm thinking and logical elimination can improve performance. Students were advised to approach questions with clarity and pedagogical awareness.
Dr. Vallath also provided a broad overview of English literary history and theory, moving from early periods to modern global literature. She discussed major critics and theoretical movements such as Structuralism, Poststructuralism, Feminism, and Postcolonialism, presenting them in a connected and accessible manner.
The sessions concluded with guidance on academic growth and career planning. Emphasis was placed on time management, building a strong academic profile, and developing an authentic scholarly voice. Overall, the lectures were motivating and intellectually rewarding, leaving participants with practical tools, deeper understanding, and renewed academic confidence.
Here are some photoes of Seminar :
I would like to sincerely thank everyone who helped make this event a success. My special thanks go to Dilip Barad, Head of the Department of English and Workshop Convenor, for his strong leadership, guidance, and careful planning.
I am also very thankful to the Co-convenors, Megha Trivedi and Prakruti Bhatt, for their hard work, support, and dedication in organising the workshop.
I would also like to thank the Knowledge Consortium of Gujarat, Government of Gujarat, for supporting this academic programme. Finally, I appreciate the students of the Department of English for their cooperation and enthusiasm, which helped the event run smoothly and successfully.
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