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- 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 dissertation doctoral education doctoral research early career researchers ethics examiner feedback introduction journal journal article literature mapping literature review literature themes methods chapter peer review PhD public engagement publishing reader reading research research methods research project revision signposts supervision Tate Summer School thesis time Uncategorized voice writing
- explain your terms – writing a journal article
- who is ‘an academic writer’?
- writing from a research project – find the point
- the academic earworm
- refining your research topic – starting the phd
- don’t do as I did, don’t do as I do
- starting the PhD – digging in to the reading
- ten ways to beat the fear of writing
- reading! you’re meant to be writing
- being ‘critical’ – starting the phd
- choosing your words – starting the phd
- it’s that month again…
Top Posts & Pages
- aims and objectives - what's the difference?
- explain your terms - writing a journal article
- refining your research topic - starting the phd
- the literature review - how old are the sources?
- writing the introduction to a journal article
- who is 'an academic writer'?
- concluding the journal article
- using metacommentary to specify your contribution: christmas present three
- connecting chapters/chapter introductions
- a Foucauldian approach to discourse analysis
Category Archives: authority in writing
I’ve been asked to say more about the laundry list literature review. The laundry list is often called ‘He said, she said” – as one of the most usual forms of the laundry list is when most sentences start with a … Continue reading →
I’m in Australia at present. Inevitably I’m running some writing workshops. Inevitably I’m playing with some new strategies. I really do like to try out new things to see how they work, what they might do. And one of the … Continue reading →
Academic writing is known for its use of qualifiers – usually words which tone down the claims that are made. We academics know it is impossible/incredibly difficult to establish a generalisable result though research, and our writing signals this difficulty … Continue reading →
Some of us can probably remember the film The Exorcist. It was one of those “demon child” films so popular in the 1970s. It featured Linda Blair as a possessed young teen – her green-slime spitting, 360 degree swiveling head … Continue reading →
One of the things I’ve been trying really hard to get over is the notion of the doctoral ‘student’. This is by far the most common way to refer to people doing a PhD, and it’s pretty hard not to … Continue reading →
Quotations are dangerous. The way that you use quotations can give away whether you think you are still writing as a student, or writing as an expert scholar in your own right. Student assignments are often heavily strewn with quotations. … Continue reading →
Compared to – let’s say journalists for argument’s sake – we academics are generally a lot less prepared to say anything for absolute certain. Why do we do this? Do we simply love complexity and being vague? Well of course … Continue reading →