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Permissions beyond the scope of this license may be available at Patricia.Thomson@nottingham.ac.uk.- abstracts academic blogging academic book academic writing argument authority in writing blogging books book writing chapter co-writing conclusion conference conference papers conference presentation contribution crafting writing data doctoral education doctoral research early career researchers editing ethics examiner feedback introduction journal journal article literature mapping literature review methods chapter peer review PhD public engagement publishing reader reading research research methods research project revision revision strategy supervision Tate Summer School theory thesis time Uncategorized voice writing
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Recent Posts
- PhD by publication
- the joys of creative re-description
- a thesis (often) needs A Big Idea
- writing targets – word count, time spent, or chunks?
- don’t give your thesis examiner a bad first impression
- safety and research
- what is “measured” writing?
- make a poster then write your paper
- broadcasting your research
- book writing – an occasional post
- proofreading tactics
- going to a huge conference
Top Posts & Pages
- aims and objectives - what's the difference?
- PhD by publication
- writing a bio-note
- writing the thesis – the theoretical framework
- what's a framework? - as in, conceptual or theoretical framework
- theory makes us feel stupid
- leave a good last impression - the thesis conclusion
- writing the introduction to a journal article
- eight ways to write theory very badly
- theory fright - part one
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Category Archives: academic writing
PhD by publication
I’ve been asked a few times recently about the text that accompanies published papers for the PhD by publication. So who am I to refuse? This is a slide show that I use to raise some key questions that people … Continue reading
the joys of creative re-description
Working with data is a creative process. Yes I know data word has got to be systematic and thorough. You can’t make up your results. But working with data is also always about interpretation. And interpretation, at some point, is … Continue reading
Posted in academic writing, creativity, data, data analysis, redescription
Tagged categories, creativity, data, Pat Thomson, redescription, Richard Rorty
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a thesis (often) needs A Big Idea
Everyone knows that the thesis has to make a contribution. No probs. Well yes, there are actually probs. At the end of the research it can be hard to find one. Contribution, where is it? You’re exhausted from generating all … Continue reading
Posted in academic writing, argument, Big Idea, contribution, thesis
5 Comments
writing targets – word count, time spent, or chunks?
Many people swear by writing goals. Perhaps it’s all about time. Timers allocate a given number of minutes for each writing session – say thirty minutes each morning, or a couple of hours two or three times a week. Or … Continue reading
Posted in academic writing, chunking, productivity, targets, writing in chunks
Tagged chunking, mosaic writing, Pat Thomson, productivity, time, word count
2 Comments
don’t give your thesis examiner a bad first impression
My hunch is that I’m a lot like most thesis examiners. When we get sent a thesis we often don’t plunge in straight away. We have a bit of a look around first. That’s not an unusual response to a … Continue reading
Posted in academic writing, examiner, proofreading, thesis, thesis abstract
Tagged abstract, examiner, Pat Thomson, proofreading, reference list, thesis
4 Comments
safety and research
Every now and then you read papers* by someone who has experienced violence during their fieldwork. Karen Ross, for instance, wrote about sexual violence in the field. She described the ways in which protecting herself from harassment and assault meant … Continue reading
Posted in academic writing, ethics, ethics of care, trauma
Tagged ethics, post-traumatic stress, research-produced trauma
1 Comment
what is “measured” writing?
I was recently part of a small discussion on another social media platform where someone reported that their supervisor had said their writing wasn’t sufficiently “measured’. Without seeing the actual work it was pretty hard to understand what the supervisor … Continue reading
