National Workshop on Academic Writing
27 January 2026 to 1 February 2026
The Department of English, Maharaja Krishnakumarsinhji Bhavnagar University (MKBU), in collaboration with the Knowledge Consortium of Gujarat (KCG), Government of Gujarat, organized a National Workshop on Academic Writing from 27 January to 31st February 2026.
👉The Workshop is documented here:
https://sites.google.com/view/webinar-eng mkbu/awwkcgj26
👉Video Recordings of the Workshop
https://sites.google.com/view/webinar-enmkbu/awwkcgj26/aww26sessions
👉Photo Album of the Workshop
https://photos.app.goo.gl/CSRAFJF2vR7vNSdAA
👉Social Media Coverage
https://drive.google.com/file/d/1riOiMlYUNPK56zb955qVAQcS0BI8zk4i/usp=sharing
The workshop featured insightful sessions led by distinguished academicians and experts from across India and abroad:
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Dr. Paresh Joshi – Academic Writing & Prompt Engineering
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Dr. Kalyan Chattopadhyay – Advanced Writing & Authorial Identity
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Dr. Nigam Dave – AI Hallucinations & Research Ethics
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Dr. Clement Ndoricimpa – Publishing in Scopus and Web of Science Journals
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Dr. Kalyani Vallath – UGC NET Preparation & Academic Career Building
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Dr. Dilip Barad – Multimodal E-Content Creation
Each expert brought a unique dimension to the workshop from fundamentals of writing and research integrity to the innovative use of AI in multimodal content creation. Together, their sessions encouraged participants to embrace technology without losing the essence of human creativity and academic rigor.
📌 Note: The session on 1st February 2026 was exclusively for teachers and not for students, focusing on advanced AI-based e-content creation and digital pedagogy.
Here is Detailed Infographic
Day-1: Inaugural Ceremony(27th Jan 2026)
Speakers emphasized the journey of writing from inscriptions on cave walls to sophisticated digital platforms highlighting the responsibility of today’s scholars to maintain “the human in the human” amidst the era of Generative AI.
- The sessions also introduced the workshop’s core objectives:
- Building academic writing competence for research and publication.
- Understanding plagiarism, citation ethics, and originality.
- Exploring AI-assisted writing tools while maintaining academic integrity.
- Encouraging interdisciplinary collaboration and reflective authorial identity.
Interactive discussions and participant introductions created an engaging academic atmosphere, setting the foundation for an intellectually stimulating week ahead.
Session 1
Academic Writing & Prompt Engineering - Dr. Paresh Joshi
The first session of the workshop, led by Dr. Paresh Joshi, offered a comprehensive introduction to the principles of academic writing and the emerging practice of prompt engineering. Dr. Joshi began by distinguishing academic writing from creative writing, highlighting the importance of objectivity, detachment, precision, and logical structure in scholarly discourse.
He then introduced participants to the fundamentals of Prompt Engineering, emphasizing that the quality of AI output entirely depends on the quality of human input. To make AI-assisted writing more effective, he presented a clear and practical prompt framework consisting of five essential components:
- Role – defining the perspective or expertise of the AI,
- Task – specifying the exact work to be performed,
- Context – providing necessary background or focus,
- Constraints – outlining word limits, tone, or format, and
- Output Format – clarifying the expected presentation or structure.
Dr. Joshi also cautioned participants about AI “hallucinations” instances where tools like ChatGPT generate inaccurate or fabricated information and underscored the importance of fact-checking and source verification. The session effectively blended traditional academic principles with modern digital literacy, encouraging participants to write with both critical insight and technological awareness.
My Lerning Outcome
From Dr. Paresh Joshi’s session on Academic Writing & Prompt Engineering, I gained a clearer understanding of how to balance human intellect with AI assistance in academic work. My key takeaways include:
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Understanding the difference between academic and creative writing, especially the need for objectivity, logic, and clarity in scholarly communication.
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Learning the Prompt Engineering framework Role, Task, Context, Constraints, and Output Format to design precise and meaningful prompts.
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Realizing that AI is only as smart as the prompt; thoughtful inputs yield reliable and structured outputs.
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Recognizing the risk of AI hallucinations and the importance of fact-checking every generated idea or citation.
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Appreciating how AI tools like ChatGPT can serve as assistants, not authors, in the academic writing process.
Overall, the session helped me develop a more critical and ethical approach toward using digital tools in academic writing, ensuring that technology supports but never replaces human reasoning and originality.
Session 2 & 3
Advanced Academic Writing - Dr. Kalyan Chattopadhyay
Dr. Kalyan Chattopadhyay’s session on Advanced Academic Writing explored the refined skills required for producing impactful scholarly work. He emphasized that effective academic writing demands formality, objectivity, clarity, and precision — qualities that separate disciplined research writing from casual expression.
One of the session’s key highlights was the introduction of the “Authorial I”, where scholars consciously use phrases like “I argue,” “I suggest,” or “I propose” to assert their authorial identity. Dr. Chattopadhyay encouraged participants to move away from the traditionally passive voice dominant in Indian academic contexts and instead embrace a confident and responsible scholarly presence.
He also discussed the IMRaD structure Introduction, Methods, Results, and Discussion as a universal format that ensures logical flow and coherence in research papers. Another significant aspect was “hedging”, a strategy used to present ideas cautiously when absolute certainty is not possible, with examples such as “It appears that…” or “The findings may indicate…”.
Session Highlights
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Differentiating between basic and advanced levels of academic writing.
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Understanding the importance of academic tone and structured presentation.
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Adopting the Authorial I to strengthen the writer’s academic identity.
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Applying the IMRaD model for organized research documentation.
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Practicing hedging techniques for balanced and credible arguments.
Dr. Chattopadhyay’s engaging approach helped participants view academic writing not as a rigid format but as a space for intellectual self-expression grounded in evidence and responsibility.
My Lerning Outcome
Dr. Kalyan Chattopadhyay’s session on Advanced Academic Writing deepened my understanding of how to write with clarity, confidence, and scholarly voice. It helped me see academic writing not merely as structured communication but as an expression of one’s intellectual identity.
My key learnings include:
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Recognizing the core features of academic writing - formality, objectivity, clarity, and precision.
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Learning to use the “Authorial I” (e.g., “I argue,” “I propose,” “I believe”) to confidently express my stance as a researcher.
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Understanding the IMRaD structure (Introduction, Methods, Results, and Discussion) as a guiding framework for research writing.
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Practicing hedging using careful and measured language to present arguments responsibly when results are not absolute.
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Realizing the importance of academic voice balancing confidence with humility and evidence-based reasoning.
Overall, this session strengthened my ability to write with purpose and authenticity, helping me move from being a cautious writer to an assertive and reflective academic author.
Session - 4 &6
Publishing in Indexed Journals - Dr. Clement Ndoricimpa
Dr. Clement Ndoricimpa, joining virtually from Burundi, conducted an insightful session on publishing in indexed journals, focusing on globally recognized platforms such as Scopus and the Web of Science. He provided participants with a practical understanding of the publishing process, the evaluation criteria of high-impact journals, and the ethical standards expected from researchers at the international level.
Dr. Clement emphasized the importance of establishing a clear research niche, which requires a thorough review of recent and relevant literature. He observed that many research submissions fail to attract editors’ attention because they do not demonstrate how the study contributes something new to the existing field.
He also introduced participants to Mendeley, a powerful referencing and citation management tool, and discussed its usefulness in maintaining consistency and accuracy in academic writing. Additionally, Dr. Clement cautioned that Scopus-indexed journals perform plagiarism checks even before peer review, underscoring the need for originality and ethical authorship.
Session Highlights
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Understanding the publication process for indexed journals (Scopus, Web of Science).
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Learning to define a research gap and build a strong niche using recent literature.
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Using Mendeley for effective citation and reference management.
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Recognizing that originality and plagiarism-free writing are prerequisites for publication.
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Developing a clear strategy for research visibility and global academic contribution.
Dr. Clement’s session offered a global perspective on research publication, motivating participants to aim for quality, credibility, and academic integrity in their scholarly pursuits.
My Feedback
During this session, I shared my feedback appreciating Dr. Clement’s insightful explanation of the publication process in Scopus and Web of Science journals. I also referred to a few related topics while interacting, such as research gap identification and ethical writing practices. I found his demonstration of Mendeley and emphasis on maintaining originality in academic work very practical and inspiring for future research writing.
My Learning Outcomes
Dr. Clement Ndoricimpa’s session on Publishing in Indexed Journals gave me valuable insights into the global standards and expectations of academic publishing. His discussion helped me understand not only how to write for reputed journals like Scopus and the Web of Science, but also how to position my research within a meaningful academic context.
My key learnings include:
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Understanding the importance of identifying a research gap or niche by engaging with recent and relevant literature.
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Realizing that publishing success depends on how well a study demonstrates its originality and contribution to existing knowledge.
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Learning to use Mendeley for accurate citation management and bibliographic organization.
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Becoming aware that Scopus journals perform plagiarism checks before peer review, reinforcing the value of ethical writing and source acknowledgment.
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Gaining a clearer picture of the international publication process, from manuscript preparation to editorial evaluation.
Overall, this session encouraged me to approach academic publishing with greater rigor, authenticity, and strategic focus, aiming to contribute responsibly to the global community of scholars.
Session 5
AI Hallucinations & Research Integrity - Dr. Nigam Dave
Dr. Nigam Dave explored one of the most crucial topics in today’s digital academic landscape AI Hallucinations and Research Integrity. He began by defining AI hallucination as the phenomenon where AI tools, such as ChatGPT, produce plausible but fabricated information, including false citations, inaccurate data, or invented research findings.
Dr. Dave emphasized that while AI technologies can enhance efficiency, they must be used ethically and responsibly. He demonstrated how AI can assist researchers in proofreading, language refinement, formatting references using tools like Zotero or LaTeX, and checking novelty or originality, rather than generating the core content of research papers.
A particularly thought-provoking idea he discussed was “AI policing AI” using one AI system to detect or verify content generated by another, thereby maintaining academic honesty and transparency.
Session Highlights
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Understanding the concept and dangers of AI Hallucination.
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Learning ethical practices for AI-assisted research and writing.
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Using AI tools effectively for editing, citation, and formatting.
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Exploring the idea of AI policing AI to detect generated or false content.
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Reinforcing the importance of human oversight in all stages of academic work.
Dr. Dave’s session reminded participants that while technology can aid scholarship, integrity, verification, and human judgment remain at the heart of genuine academic research.
Dr. Nigam Dave’s session on AI Hallucinations & Research Integrity made me more aware of the ethical challenges and responsibilities that come with using AI in academic writing. It helped me understand how to use technology wisely as a support tool, not as a replacement for human intellect or honesty.
My key learnings include:
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Understanding what AI hallucination means when AI generates false, misleading, or fabricated information or citations.
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Realizing the importance of verifying AI-generated content through cross-checking and source validation.
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Learning how to use AI tools ethically for tasks like proofreading, formatting (using Zotero or LaTeX), and checking originality.
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Discovering the concept of “AI policing AI,” where one AI tool helps detect or confirm the authenticity of content created by another.
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Strengthening my awareness of research integrity that accuracy, honesty, and critical evaluation are non-negotiable in scholarly work.
Overall, this session taught me that while AI can assist the research process, true academic credibility depends on the researcher’s integrity, judgment, and responsibility.
Day- 4 : 30th Jan 2026
Session 5-6-7-8
Career & NET Preparation - Dr. Kalyani Vallath
Dr. Kalyani Vallath delivered an inspiring and practical session on Career Building and UGC-NET Preparation, combining motivation with method. She explained that the UGC NET has evolved beyond testing rote memorization it now emphasizes critical thinking, conceptual clarity, and inference-based understanding.
Dr. Vallath introduced the idea of “Reverse Planning” for research projects encouraging participants to start with the end goal in mind and then plan backward, ensuring each stage of research aligns with the final objective. She also discussed the “Zone of Proximal Development” (ZPD) a concept from educational psychology that highlights how learners grow best when guided slightly beyond their current abilities.
Another key takeaway was her advice to build a rich academic portfolio one that includes research publications, conference presentations, certifications, and online academic engagement instead of depending solely on formal degrees. She emphasized that a successful academic career in today’s world requires continuous learning, adaptability, and digital presence.
Session Highlights
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Understanding the new pattern of UGC NET, focused on reasoning and interpretation.
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Learning Reverse Planning as a tool for efficient and goal-oriented research.
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Applying the Zone of Proximal Development to enhance academic growth.
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Recognizing the need for a diverse and dynamic academic portfolio.
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Encouragement to view education as a lifelong, evolving process rather than a fixed goal.
Dr. Vallath’s session blended academic insight with personal empowerment, motivating participants to become not just exam-ready, but research-ready and future-ready.
My Learning Outcomes
Dr. Kalyani Vallath’s session on Career & NET Preparation was both enlightening and empowering. It shifted my perspective from viewing the UGC NET as a test of memory to seeing it as an opportunity to demonstrate critical thinking, comprehension, and conceptual understanding.
My key learnings include:
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Understanding that the UGC NET now focuses on analytical and inferential skills, not just factual recall.
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Learning the strategy of Reverse Planning, which helps in designing research projects by planning backward from the final objective.
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Exploring the Zone of Proximal Development (ZPD) realizing that true academic growth happens when we challenge ourselves just beyond our current comfort level.
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Recognizing the importance of building a diverse academic portfolio with publications, presentations, certifications, and research engagement.
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Developing a forward-looking mindset that values lifelong learning, adaptability, and digital visibility in academia.
Overall, this session inspired me to prepare for academic and professional growth with clarity, strategy, and purpose focusing not only on passing exams but on evolving as a reflective researcher and lifelong learner.
📌 Note: The session on 1st February 2026 was exclusively for teachers and not for students, focusing on advanced AI-based e-content creation and digital pedagogy.
Registration Committee
As part of the Registration Committee, I worked under the guidance of Prakruti Ma’am and Megha Ma’am, along with my team members Mansi Makwana, Divya Dabhi, and Nensi Virda. Our committee efficiently managed two registration desks (Desk 1 and Desk 2) to facilitate participant registration, distribute workshop materials, and assist attendees with information and coordination. This experience strengthened our organizational, teamwork, and communication skills while ensuring a smooth and welcoming start to the National Workshop on Academic Writing.
My Experience
Being a part of the Registration Committee for the National Workshop on Academic Writing was a truly enriching experience. Under the guidance of Prakruti Ma’am and Megha Ma’am, I learned how to manage responsibilities with coordination and confidence. Working with my teammates helped me develop teamwork, communication, and problem-solving skills. Managing Desk 1 and Desk 2 gave us the opportunity to interact with participants, handle queries, and ensure a smooth registration process. Overall, this experience enhanced my sense of responsibility, professionalism, and collaboration in an academic event setting.
Overall Learning Outcomes (27th–31st January 2026)
During the National Workshop on Academic Writing, held from 27th to 31st January 2026, I gained valuable insights into academic, digital, and ethical aspects of research and writing. My key learnings include:
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Understanding the core principles of academic writing clarity, coherence, objectivity, and originality.
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Learning how to use AI tools responsibly for prompt engineering, proofreading, formatting, and content improvement.
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Developing awareness of research integrity, plagiarism prevention, and proper citation practices.
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Understanding the structure of academic articles (IMRaD) and techniques such as hedging and authorial voice.
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Gaining knowledge about publishing processes in indexed journals and the importance of building a research niche.
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Strengthening skills in critical thinking, interpretation, and self-directed (heutagogical) learning.
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Exploring digital tools for referencing, citation management, and multimodal content creation.
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Enhancing teamwork, coordination, and communication through committee participation and event organization.
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Developing a mindset of lifelong learning, ethical scholarship, and adaptability in the digital academic era.
Overall, the workshop helped me grow as a more confident, responsible, and reflective academic writer and learn
NOTE: I have also combined and embedded all the session videos in my blog to provide a complete record of the workshop.
Reference:
https://sites.google.com/view/webinar-eng-mkbu/awwkcgj26
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