When is a Hashtag a Journal Article? by Charlotte Frost

hashtag in a square

Right that’s it, I’ve done it, I’ve gone and put

How to be a Hackademic #34 by Charlotte Frost & Jesse Stommel

How to be a hackademic picture

Hybrid Pedagogy’s Jesse Stommel and our very own Charlotte Frost rethink academic

Sarah Caro

Random Post: Academic Writing; the foundation of academic publishing

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You may have noticed that PhD2Published has been very busy


How to be a Hackademic #18 by Charlotte Frost & Jesse Stommel
Posted by atarrant

Hybrid Pedagogy’s Jesse Stommel and our very own Charlotte Frost rethink academic life and writing productivity in this on-going series of hints, tips and hacks.

VALUE ACADEMIC FRIENDSHIPS. Your academic friends are the ones who will most understand when your book pitches are rejected or job interviews go wrong. Having good friends in academia is worth just as much as tenure. There will always be departmental politics and though it’s sad to admit, you’ll also have times when you turn your critical eyes on yourself and feel inadequate. Having people who understand both the essence of your research AND the lifestyle you lead as an academic is what will help you through some of the more difficult times. You can share everything about what is working and what isn’t, in terms of career progression, but you can also have a laugh over the sillier parts of being in academia and keep yourself grounded in an environment that can really mess with your head. Of course academia can feel like a small world at the best of times, perhaps you need a bit of perspective.

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A short note about article conclusions by Linda McPhee
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In keeping with the writing theme, Linda McPhee of Linda McPhee Consulting, who contributed to the Guardian Higher Education chat on academic writing with me in July 2012, has written us a post about article conclusions. There are some interesting insights here that may be of use to those writing their own article conclusions.

A few of my classes in the past year have been looking at the strategies writers use in the conclusions of published articles. The published papers we took as a sample sometimes had separate concluding sections, and sometimes incorporated these into the previous section, although it was not really possible to see any difference between the two in content or strategy beyond presence or absence of a section heading.

One conclusion started by listing the authors’ assumptions and describing the problem that had been addressed. Another used a time structure: summarising the past, how this is now changing, and how the findings show the important factors in that change. The overwhelming majority began with a very brief summary of the most important findings – not a complete rehash of the findings, but a quick trip through the high points. Most were very brief and selective, though a couple provided more extensive summaries and examples from the paper.

The next part of the conclusion was more variable. Several explained how the paper fit into a larger, ongoing process (either a research process or in the actual case being researched). A few summarised the limitations of the work (all of which had been mentioned earlier in the papers at the relevant spots). One discussed why addressing the limitations could not supply enough data to change the findings, and ended with the implications of the findings. Several mentioned implications, either practical or for ongoing research. One that ended with long-term implications first discussed short-term implications. Similarly, one pointed out that although they had not found what they were looking for, the result was real and would change their research in particular ways.

The final part almost always included a sales pitch for the research. This could be its uniqueness, why it was special, its implications, or its practical value. For a few papers, the ending described what the authors saw as the logical next step to be researched. Our small sample (about 30 published papers) seemed to group around three broad scenarios, each with several variations.

Could any one of the three serve as a basic model for the conclusion of the paper you are now writing?

 

Restatement of the problem & its importancePast to present of problem

Brief summary of most important findings

More extensive summaries of implications of each result, including its history, examples and assumptions

Summary: research question and processHow this fits into a larger, ongoing process

Summary of limitations (all  mentioned earlier)

Why limitations did not change researcher’s mind

Overall implications of results

Immediate implications

Sales pitch for the research, its uniquenessImplications

Practical value

Next step

 

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How to be a Hackademic #17 by Charlotte Frost & Jesse Stommel
Posted by atarrant

Hybrid Pedagogy’s Jesse Stommel and our very own Charlotte Frost rethink academic life and writing productivity in this on-going series of hints, tips and hacks.

ESTABLISH ROUTINES. One of the things we’ve found most noticeable about the whole PhD process is that it forces us to be very resourceful and find our own ways of doing things. This ranges from the cover sheets Charlotte attaches to all her notes (so she can see the essence of a book or article and her own thoughts on it at a glance) to how we structure our day. The seemingly random and ad hoc ways you invent to do things are actually very important. By inventing your own systems you are often responding to the way you research and write up ideas. One afternoon’s quick solution can turn into a tool you use again and again throughout your career. Look at the way you do things. Think about what you’re not great at and find a better approach. Share your systems with your peers and see if they have other ways of doing things that are better than yours and speedily establish your own systems. Ultimately, you want to make sure you have ways of doing things that work for you and that you can stick to.

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Summary of the first #acwri live chat of 2013; Thursday 11th January
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In the first #acwri live chat of 2013 we talked about a range of things relating to academic writing. Much of the discussion was focused on making plans for the year to come in the form of New Years Resolutions, but from this, lots of interesting tips emerged in relation to how to make 2013 the most productive academic writing year yet. As well as declaring New Year’s Resolutions and plans, we discussed a range of practical tips that can help to improve writing and increase motivation, suggestions were made about how to make the most of a sabbatical and there was also a short discussion about where best to make notes for writing. A selection of the Tweets from the chat are included below:

 


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Can freelance writing help turn a PhD thesis into a book? by Peter Roberts
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(C) Follow These Instructions http://www.flickr.com/photos/followtheseinstructions/

Todays post is written by Peter Roberts on behalf of Academic Knowledge, who specialise in freelance writing jobs for graduates. He reflects on how freelance writing can not only bring in some pennies, but also aid in the writing process. 

The contemporary academic environment presents ECR’s with a range of challenges; the 2014 REF is fast approaching, there is increasing pressure to publish or perish and there is a requirement to reskill and to adapt to new forms of publishing in more traditional ways, but also online. The idea of doing freelance writing on top of all this may seem like an added pressure. In this post I attempt to debunk some of these myths and outline how freelance writing can not only make you a little extra cash, but also help you in the world of academic publishing.

Freelance writing for PhDs and Postdocs?

Freelance writing is something, which many PhD or postdoc students may have thought about as a way to help make ends meet. It can bring in a little extra cash here and there, and if you have got good writing skills and an area of specialist knowledge, then there’s a reasonable chance you’ll find work. But freelance writing can help in ways that go beyond the financial. If you do choose to take on freelance jobs, you’ll be forced to write in a range of styles to fit various different audiences. And if you are planning to turn your PhD into a book manuscript, having a good awareness of audience is absolutely essential.

As PhD students know very well, writing a thesis can be at times a solitary activity, and in most cases, the only people who read the finished piece are supervisors and examiners. Within the confines of a PhD, this isn’t a really big problem. The thesis is written for the benefit of the external and internal examiner to pass the viva and secure a doctorate. In this sense, a PhD is really only written for two people. But writing a book manuscript is a very different process, and you need to consider your audience more carefully. Do you want to write an academic book or produce a text more appropriate to the popular market? If you do intend to write for the popular market, it’s particularly important that you breakout of the mindset of writing for just two examiners, but after three to four years of intensive writing specifically for that purpose, this can be a daunting challenge. This is where freelance writing can come in.

If you do take on some freelance writing jobs you’ll immediately have to start writing for new audiences and in very different styles. This can be great practice, and can help broaden your horizons and give you a better awareness of who you are writing for. For example, you may need to produce work ranging from simple web copy to specialised reports. You will have to alter your style of writing. It’s certain that your prose will need to be simplified and you will have to write succinctly, and make your point quickly and clearly. You’ll have to sacrifice words and make decisions about what content is relevant to the particular job. Going through this process will undoubtedly help you convert your PhD into a book. A PhD thesis may need to go through fundamental changes to be finally accepted for publication. For the popular market, these changes will be even starker. But if you have some experience in writing for different audiences already, by the time you do start editing your thesis it may seem much less of a daunting task. You will already have more developed skills and a better understanding of how to write for a new audience. Of course, this alone will not secure a book contract, but it will go some way to improving your chances.

In this respect, freelance writing is worth considering not only for the financial assistance it can provide. If you want to broaden your writing skills, it’s an easy way to achieve this. If you are interested in finding out more, take a look round some well known freelancing sites and see if you think any are right for you – www.elance.com, www.academicknowlege.com, www.freelancewriting.com.

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How to be a Hackademic #16 by Charlotte Frost & Jesse Stommel
Posted by atarrant

Hybrid Pedagogy’s Jesse Stommel and our very own Charlotte Frost rethink academic life and writing productivity in this on-going series of hints, tips and hacks.

VALUE NON-ACADEMIC FRIENDSHIPS. Your non-academic friends are the ones who will most help you to forget the horrors of academic life. When all is said and done (and footnoted) the people you’ll crave are the ones who won’t ask you about tenure, your next book or your latest student feedback. They won’t ask you to serve on a committee, write a recommendation letter or peer review an entire manuscript. Nope, the people worth their weight in gold are the ones who hand you a beer and ask you if you saw the latest game. Or they’re the ones who watch bad television with you without asking for a critique of the use of stock characters. And they’re probably the ones who will be proud of you no matter what. Just try to be as good a friend to them as they are to you – for example, correcting grammar and pronunciation are not considered generous acts outside the academy!

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Learnings from #AcWriMo Part 7: A Storify by Charlotte Frost
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Society for Research in to Higher Education Conference 2012: Some reflections
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In a previous post for PhD2Published, I mentioned that I would be talking in a symposium at the Society for Research into Higher Education Conference 2012.

I went last Friday (14th December 2012) and really enjoyed the experience. Professor Pat Thomson started with a really interesting talk about her project with Inger Mewburn (aka The Thesis Whisperer) about analyzing blog spaces for academic purposes, followed by Dr Jeremy Segrott who presented our talk about #acwri. Andy Coverdale spoke next about the use of social media and the way in which it aids the research process for PhD students, and then I concluded the session with discussion of how PhD2Published is an empowering space (for me in particular as Managing Editor) and one outside of institutions that is transforming academic knowledge production.

We seemed to get a good response to our papers from a really engaged audience, which was encouraging and we all commented on the strangeness of meeting face-to-face having ‘known’ each other on Twitter for so long (there is proof in the slightly blurred photo in the Storify below!). The symposium was the first real opportunity to meet up directly as a group and to share our experiences and reflections on social media use as academics.

Below is a Storify of some of the Tweets from the day that we Tweeted directly from the symposium to give an idea of what the papers were about and what we discussed:

 

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Learnings from #AcWriMo Part 6: A Storify by Anna Tarrant
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How to be a Hackademic #15 by Charlotte Frost & Jesse Stommel
Posted by atarrant

Hybrid Pedagogy’s Jesse Stommel and our very own Charlotte Frost rethink academic life and writing productivity in this on-going series of hints, tips and hacks.

ATTEND TO YOUR MIND. Ommmmmmmm! Here’s the thing, if you’re an academic you are, by nature, an over-thinker. This can take its toll. You might not even realise you’re doing it, but be honest, when was the last time you didn’t approach something – anything – like a research project? Even buying a TV involves wading through numerous sources and comparing information, doesn’t it?! So a lot can be said for doing something that switches your mind off. One route is having a hobby. Another way is through some kind of meditation. If you haven’t already tried meditation, you might be sceptical. Unless you’re a Buddhist monk practicing for hours a day, it’s unlikely you’ll ever reach the stage where you can flip a mental off-switch, but that’s fine. Find a class or even just a meditation CD or podcast and learn that it’s in the act of trying to clear your mind that peace is found. You won’t be able to ditch every idea, but each time you tell a nagging feeling about a wrong citation to get the hell out your head, you’re making more room to feel good. And when you do go to fix that citation, you’ll do it quicker and happier. All up in your head already? How about getting a bit physical and working out with this tip <links to ‘Attend to Your Body>

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PhD2Published at the Society for Research into Higher Education Conference 2012
Posted by atarrant

Tomorrow I have the pleasure of representing PhD2Published at the Society for Research into Higher Education Conference 2012. I am taking part in a symposium organized by Professor Pat Thompson of the Patter blog called ‘Feral spaces? Social media as higher education practice: Blogs, wikis, and twitter feeds with a pedagogical intent’. Pat herself will be talking, as will Andy Coverdale, a PhD student at Nottingham Trent University, UK and Dr Jeremy Segrott, my Acwri partner in crime. In the paper I am presenting, I will talk about the online participatory culture that has been created by feral spaces such as PhD2Published and that is representative of a now well-established online academic movement that is shaping new practices of knowledge production. Being online has created feral spaces like PhD2Published that are borderless and unregulated and that bridge social differences and disciplines. I reflect on this and how this movement is transforming academic knowledge production by creating a community of ‘prosumers’ (or the wonderful academics who write blogs, or share news, knowledge and ideas via social media platforms such as Twitter and Facebook). I will explore the role of PhD2Published in generating pedagogical content concerned with academic publishing from the perspectives of an expert community of academics of different career stages and will argue that PhD2Published is a unique platform that can be used by its Managing Editors (currently me) to engage in this participatory culture, with the guidance of its founder Charlotte Frost, to reskill and share expertise. I will also reflect on my own involvement with PhD2Published and the way in which it has allowed me to respond to the fast paced, ever-evolving and increasingly competitive academic environment.

I will report on the outcomes of the symposium when I return,

Anna

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Learnings from #AcWriMo Part 5: A Storify by Charlotte Frost
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Learnings from #AcWriMo Part 4: A Storify by Charlotte Frost
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How to be a Hackademic #14 by Charlotte Frost & Jesse Stommel
Posted by atarrant

Hybrid Pedagogy’s Jesse Stommel and our very own Charlotte Frost rethink academic life and writing productivity in this on-going series of hints, tips and hacks.

SHARE. Pay it forward by sharing your own writing and publishing experiences. Over the last few years, academics at all stages of their careers have been able to network more and more widely using new digital communication technologies and social media. This work is not only useful but necessary. Frankly, there is still too much gate-keeping and secrecy in academia, so the more transparent we all are about our processes the better. As educators, it really is our job to foster the growth of others. If you help someone else get published, that is a career-success for you too.

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Learnings from #AcWriMo Part 3: A Storify by Charlotte Frost
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