Tag Archives: Research Writing

Celebrating Academic Blogging

Why blogging matters (to me)

Amidst suggestions that they still don’t quite hit the academic ‘G’ spot – see here and here – below is my impulsive, knee-jerk (ergo non-academic) celebration of the blogs that are having a HUGE academic impact on my research, thinking, and teaching.

In fact, I’d argue that they are all ‘academic’ on the grounds that they have meaningful impact: they are transformative because they are engaging a wide-ranging academic community of teachers and researchers, including me, who would otherwise not be aware of these ideas. If this kind of impact is not ‘academic’, then why is it not?

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Blogging sheds glimpses of light (image from Wikicommons)

Since I work across several inter-weaving domains (education-philosophy-EAP (English for Academic Purposes), the following collection of blogs may seem random to you, but it makes perfect sense to me.

I list my regular fixes/fixtures (i.e. ones I have set up alerts for) in no particular order and off the top of my head (mainly from memory or a as a result of those I have read most recently), but if you know of other blogs that you think should also be on my radar, then do let me know:

Writing a PhD Chapter: incubating, owning, learning

Little chronicle of becoming un-stuck

The chapter-writing phase of the PhD is seriously challenging me. I’m in the process of writing one now, but also allowing for respite via a blogging interlude, because I’ve been at it all day, and have 30 minutes before I need to be somewhere else, and there is no more historical literature on academic writing that I can tackle in half an hour. I want to record what this moment feels like in the spirit of other reflective, research process posts such as this one, this one, this one, this one, and this one

Incubating it

The chapter I am currently writing is the 2nd of 6 that I have so far proposed to my supervisors. In retrospect, the first one was really easy – it didn’t feel like it at the time, it does now (cliched child birth analogies come to mind, but I won’t go there!). This one has been a beast. I thought I had it sorted 2 months ago. I had done all the reading, left myself a month to write it (ca. 12,000 words), and when I actually sat down to write, I had about 3-weeks to the deadline. But nothing coherent popped out, just copy-and-paste words stuck in a document hoping something would make sense. Serious writer’s block prevented access to my study, my computer, and any attempt to open a ‘new document’.

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Overwhelmed

Part of the problem, I now realise, is that this chapter is linked to the previous one and paves the way for the next one; it does not stand alone, and all of my readings don’t take any of this into account! How inconsiderate of them! It’s me who needs to make the connections, work out their relevance to what I have said and what I am going to say. So I underestimated how much incubation/gestation is required between reading the stuff of others and writing my own when ‘my own’ consists of chapters, not stand-alone assignments reporting what others have said.

Owning it

I have been so restless and disorientated in the incubation process. I tried to fight it by sitting myself at my desk. But to no avail. I eventually gave up and accepted I could not write. I ate, had family time, slept, ran, took a blank sheet of real paper, a physical sheet of A4, sat on a sofa in a different room and wrote down a stripped, penned, unreferenced memo – akin to a tweet – of what

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Back to basics

I wanted to say in this chapter. I went back to my computer feeling that I owned the readings, that they were serving me, not me serving them.

Learning it

I’ve been writing since early morning. It is flowing. I now have far too many words, but I know that is a good sign because I need to say it all before I can strip it back and edit it for my readers. What is making it flow is that I am learning from it and enjoying it, and this is keeping me keen and interested. I am not simply performing. I am actively, visibly making my contribution.

Letting it go

Clearly, these are just process thoughts. Tomorrow may be a total disaster. Inevitably, when they do eventually receive it, my supervisors will rip the chapter apart. But that’s not the point. The point is that I needed to get myself to the point of writing it. I am now at that point. I am writing, but as usual, I now have only a few days rather than a whole month left to finish, so this post ends here.

ps. Moral of the story

Don’t give up, keep pushing!

Threshold Concept #2.4

All writing is multimodal

This blog is allowing me to trace my research thoughts on #acwri (academic writing). As such, it is a multimodal affordance, affording several opportunities, including: allowing me to write more frequently and freely than my PhD is letting me; making my thinking visible to my Self and Others; forcing me to present a publicly-digestable thought (rather than an incoherent note in the margins of my books); capturing quotes from books that I have borrowed and have to give back ☹; creating links with other thoughts over the last 3 years …

This post most directly links to this one (on Threshold Concepts in Academic Writing) and to this one (on the multimodal affordances of different types of text*).

img_20160718_191627757Cheryl Ball and Colin Charlton (Threshold Concept #2.4) – in this edited book by Adler-Kassner and Wardle – argue that in order to understand what writing is, specifically ‘academic’ writing, we need to conceive of text* as being multi-modal matter, language being just one of many modes that make a text ‘academic’ (other modes include, eg. image, music, gesture).

The following quotes are linked to this threshold concept and come from my recent readings on how the PhD thesis itself is being and will be affected by the ‘epistemological commitments’ (Kress, 2012: 254-5) of multimodal forms of knowledge representation.

I have reported them here with no further comment, other than to say that they form part of my research warrant:

 

Like any other doctoral student, as my writing developed I became increasingly aware of the ill-matched relationship between the capacity of my chapters and the data I wanted to fit into those chapters (Fransman, 2012:150)

img_20160927_174114I became increasingly frustrated with the difficulties of presenting data and discussion on contemporary multimodal communication practices in traditional format (Yamada-Rice, 2012: 157-8)

There is a general assumption that language is a communicational and representational medium which is fully adequate to the expression of anything that we might want to express: that anything that we think, feel, sense can be said (or written) in language. The obverse of this assumption is that if something cannot be expressed in language … then that thing is in any case outside rational thought, outside articulate feeling, and therefore need not be said or should not be said (Kress, 2000: 193 cited in Yamada-Rice, 2012: 173, my bold)

A big issue for the PhD now is to assist in a whole set of questions which are the result of social matters as much as of the technologies of dissemination, representation and production. PhD researchers are called upon to provide tools for recognistion of that which has hitherto not been recognised, left aside. They will increasingly be asked to do the unusual, the entirely innovative, in a genre beset by still relatively tightly controlled convention. That is, PhD researchers for a while to come will face the problem of a mis-match between their university’s regulation and what the world around the discipline and the university both enables and demands (Kress, 2012: 256, my bold)

*“what counts as text includes both permanent (eg published books, written reports) and performative (eg oral story-telling, informal conversations” (Kress: 221) and “By ‘text’ I refer to Halliday’s (1978) definition of a cohesive unit of meaning used for purposes of communication rather than a paraphrase for written language” (Yamada-Rice: 166)

References:

Fransman, J. (2012) ‘Re-imaginging the Conditions of Possibility of a PhD Thesis’ in The Sage Handbook of Digital Dissertations and Theses (Eds. Andrews, R.; Borg, E.; Boyd Davis, S.; Domingo, M. and England, J.) Sage Publications: London: 138-156

Kress, G. (2012) ‘Researching in Conditions of Provisionality’in The Sage Handbook of Digital Dissertations and Theses (Eds. Andrews, R.; Borg, E.; Boyd Davis, S.; Domingo, M. and England, J.) Sage Publications: London: 245-258

Yamada-Rice, D. (2012) ‘Traditional Theses and Multimodal Communication’ in The Sage Handbook of Digital Dissertations and Theses (Eds. Andrews, R.; Borg, E.; Boyd Davis, S.; Domingo, M. and England, J.) Sage Publications: London: 157-176