From Classroom Scholar to Emerging Researcher: Reflections on the MKBU National Academic Writing Workshop (2026)

During the second semester of my M.A. in English Literature at Maharaja Krishnakumarsinhji Bhavnagar University (MKBU), I found myself balancing regular coursework with a growing awareness of my long-term academic goals. At this crucial stage, the week-long National Workshop on Academic Writing, organized by the Department of English under the KCG initiative, arrived as a transformative opportunity. More than a series of lectures, the workshop became a structured initiation into the discipline of research-oriented academic writing.

What follows is a reflective account of each day, closely connected to the insights offered by our esteemed speakers.

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Day 1: Rethinking the Academic Landscape (January 27, 2026)

Inaugural Session: The Changing Landscape of Research

Speakers: Prof. Dilip Barad, Dr. K. M. Joshi, Hon’ble Vice-Chancellor, Prof. B. B. Ramanuj

The inaugural session offered a broad and critical overview of India’s position within global research frameworks. It encouraged us to evaluate the quality, originality, and international visibility of research produced by Indian universities. I realized that the responsibility of improving research standards ultimately lies with young scholars like us.

A particularly striking discussion centered on the relationship between human intelligence and artificial intelligence. While acknowledging the rapid expansion of AI tools, the speakers emphasized that technology must supplement—not replace—critical thinking, ethical responsibility, and cultural sensitivity. This session urged us to move from passive consumption of information to active, responsible research engagement.

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Session 1 & 2: Academic Writing and Prompt Engineering

Speaker: Prof. (Dr.) Paresh Joshi

Prof. Joshi profoundly reshaped my understanding of academic writing by invoking Thomas De Quincey’s distinction between the “literature of power” and the “literature of knowledge.” As literature students, we are trained to appreciate emotional and imaginative expression; however, research writing demands clarity, structure, and objectivity.

He also demonstrated how AI tools can be used effectively through precise prompt engineering—clearly defining the role, task, and expected format. I learned that AI can assist with technical processes such as MLA formatting, structural editing, or refining syntax. However, the intellectual core—interpretation, argument, and originality—must remain my own. This session established a balanced approach toward digital assistance in academic work.

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Session 3 & 4: Academic Writing in English for Advanced Learners

Speaker: Prof. Kalyan Chattopadhyay

This session highlighted the stylistic and structural differences between Indian academic writing and the expectations of international publishers such as Routledge and Taylor & Francis. I realized that global academic writing demands precision, formal tone, and logical clarity.

Prof. Chattopadhyay emphasized the importance of avoiding decorative or vague language. Instead, research writing must rely on strong verbs, analytical framing, and conceptual clarity. The session helped me understand that international publication requires disciplined expression and carefully structured argumentation.

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Day 2: Entering the World of International Publishing (January 28, 2026)

Session 3 & 4: Academic Writing in English for Advanced Learners

Speaker: Prof. Kalyan Chattopadhyay

One of the most significant concepts introduced was “hedging.” Academic writing should avoid absolute claims; instead of asserting certainty, scholars should use phrases such as “the findings suggest” or “it appears that.” This technique reflects intellectual humility and openness to further inquiry.

At the same time, the session encouraged us to adopt a confident academic voice. The use of first-person pronouns in abstracts or introductions, when appropriate, reflects clarity rather than arrogance. I learned that academic writing requires a delicate balance between caution and authority.

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Session 1 & 2: Publishing in Indexed Journals

Speaker: Dr. Clement Ndoricimpa

Dr. Ndoricimpa demystified major research databases such as Scopus and Web of Science, helping us understand their importance in global academic visibility.

The most practical takeaway was the CARS (Create a Research Space) model developed by John Swales. His “Three Moves” framework for writing introductions provided a clear strategy:

1. Establish the broader research territory.

2. Identify a specific gap or unresolved problem.

3. Present one’s study as a response to that gap.

This structured approach significantly strengthened my confidence in designing research papers.

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Day 3: Ethics in the Age of Industry 5.0 (January 29, 2026)

Detecting AI Hallucination and Using AI with Integrity

Speaker: Prof. (Dr.) Nigam Dave

This session reinforced the ethical dimensions of digital scholarship. We learned that AI-generated content must always be verified. Blind reliance on technology can lead to misinformation, fabricated citations, and academic misconduct. Responsible usage requires vigilance, cross-checking, and adherence to ethical standards.

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Publishing in Indexed Journals (Sessions 3 & 4)

Speaker: Dr. Clement Ndoricimpa

The focus shifted toward literature review methodology. Rather than summarizing studies chronologically, we were encouraged to organize them thematically. This approach allows researchers to synthesize ideas and clearly position their own contribution within existing scholarship.

We were also introduced to reference management software like Mendeley. I understood that such tools are indispensable for organizing sources systematically and preventing unintentional plagiarism. Mastering this software felt like acquiring a foundational research skill.

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Day 4: Academic Mindset and Intellectual Growth (January 30, 2026)

From Classroom to an Academic Career (Sessions 1–4)

Speaker: Dr. Kalyani Vallath

Dr. Vallath’s sessions addressed the psychological dimension of academic life. She discussed the limitations of a “fixed mindset” and encouraged us to embrace intellectual risk-taking. Referring to Lev Vygotsky’s concept of the Zone of Proximal Development, she explained that growth occurs when we challenge ourselves gradually.

To navigate difficult theorists such as Michel Foucault and Jacques Derrida, she recommended the practice of free writing. This method reduces anxiety and allows ideas to emerge organically.

Her chronological overview of British literary history and theory also clarified how literary movements connect with socio-political contexts. This macro-level understanding enhanced my ability to see literature within its broader intellectual framework.

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Day 5: Strategy, Synthesis, and Competitive Preparation (January 31, 2026)

From Classroom to an Academic Career (Sessions 5–8)

Speaker: Dr. Kalyani Vallath

The final sessions were strategically oriented toward competitive examinations and long-term academic careers. Dr. Vallath emphasized logical reasoning over rote memorization. Understanding transitions from Romanticism to Modernism and Postmodernism equips students to interpret unfamiliar questions with analytical confidence.

By the end of the workshop, the scattered lessons of the week converged into a coherent academic strategy: disciplined reading, structured writing, ethical technology use, and sustained daily practice.

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Concluding Reflection: A Shift in Academic Identity

The MKBU National Workshop on Academic Writing marked a decisive shift in my intellectual journey. What once seemed distant—international publication standards, indexed journals, research methodologies—now appears accessible through disciplined effort.

As I prepare for the NET examination scheduled for December 2026 or January 2027, I feel reassured that my preparation strategy is aligned with academic expectations. I intend to continue dedicating two focused hours daily alongside regular classes and extend my study time during university breaks.

This workshop did more than refine my writing skills; it reshaped my academic identity. The transition from a student who studies literature to a scholar capable of contributing to research now feels both possible and purposeful.