scholarly journals Sword, H. (2017). Air & Light & Time & Space: How Successful Academics Write. Cambridge, MA: Harvard University Press.

Author(s):  
Cecile Badenhorst

Helen Sword, author of Stylish Academic Writing (2012) and The Writer’s Diet (2016), is a staunch campaigner for shaking the dust off academic writing. She advocates that style, elegance and readability are not incompatible with rigorous research reporting. In her most recent book, Air & Light & Time & Space (2017), Sword turns her attention away from texts and shifts the spotlight onto writers. She collected extensive data to explore the habits and experiences of academic writers – how they write, when, where and how they feel when they write. Drawing on 100 interviews with successful academic writers and 1,223 questionnaires from participants at her writing workshops, Sword showcases academic writing experiences. Through extensive quotations and profiling, she illustrates the mixed, mottled and varied practices that writers engage in.

2015 ◽  
Vol 34 (6) ◽  
pp. 1297-1310 ◽  
Author(s):  
D. Wardale ◽  
T. Hendrickson ◽  
T. Jefferson ◽  
D. Klass ◽  
L. Lord ◽  
...  

2020 ◽  
Vol 7 (1) ◽  
pp. 117-133
Author(s):  
Emanuele Colombo

John W. O’Malley, a member of the Society of Jesus, is currently a university professor in the Theology Department of Georgetown University, Washington, DC. He holds a PhD in history from Harvard University. His specialty is the religious culture of early modern Europe. O’Malley has written and edited a number of books, eight of which have won best-book awards. The First Jesuits (Cambridge, MA: Harvard University Press, 1993), perhaps his best-known work, received both the Jacques Barzun Prize for Cultural History from the American Philosophical Society and the Philip Schaff Prize from the American Society for Church History. It has been translated into twelve languages and its publication opened a new era in the study of the Society. Since then, the Jesuits have attracted greater attention from scholars of all disciplines on an international basis. O’Malley has continued to write about early Jesuits and the subsequent history of the Jesuits: his main essays on Jesuit history are now collected in the first volume of Brill’s Jesuit Studies series, Saints or Devils Incarnate?: Studies in Jesuit History (Leiden, 2013). In the last few years, O’Malley published with Harvard University Press a trilogy on the three last councils in the history of the Catholic Church: What Happened at Vatican ii (2008), Trent: What Happened at the Council (2012), and Vatican I: The Council and the Making of the Ultramontane Church (2018). A comparative view of the three councils is offered now in his most recent book, When Bishops Meet: An Essay Comparing Trent, Vatican I, and Vatican ii (2019). O’Malley has lectured widely around the world to both professional and general audiences. He is past president of the Renaissance Society of America and the American Catholic Historical Association. He holds the Johannes Quasten Medal from The Catholic University of America for distinguished service in religious studies. In 1995, he was elected to the American Academy of Arts and Sciences; in 1997, to the American Philosophical Society; and in 2001, to the Accademia Ambrosiana, Milan. He holds lifetime achievement awards from the Society for Italian Historical Studies, the Renaissance Society of America, and the American Catholic Historical Association. At the origin of the following interview there are three conversations Emanuele Colombo had with O’Malley in Chicago, in 2017 and 2018, as a follow-up of a lecture he gave on his life, “My Life of Learning,” now published in The Catholic Historical Review. 1


Author(s):  
Charles Buckley ◽  
Eli Saetnan ◽  
Amelia Gerber ◽  
Joanna Cheetham ◽  
Thomas Price ◽  
...  

Few interventions addressing student wellbeing have been designed or evaluated specifically with doctoral students in mind despite the doctoral experience being distinct from that of other students. We therefore explore the benefits of interventions designed specifically to address a key source of stress or anxiety for doctoral students, namely thesis writing. This research uses a mixed-methods approach to explore the ways in which doctoral thesis writing support sessions, in the form of writing workshops or writing retreats, can reduce the stress and anxiety associated with thesis writing specifically or academic writing more generally. Firstly, we quantified the reduction in writing related stress and anxiety associated with workshop participation using a survey completed before and after workshop attendance. Subsequently, we gathered student experiences of workshop participation through focus group interviews. Survey responses showed a clear reduction in participants’ levels of stress and anxiety related to thesis writing and focus group respondents described many clear benefits of participating in writing support sessions. We conclude that participation in thesis writing workshops and writing retreats is a valuable strategy for reducing stress and anxiety associated with thesis writing. The sense of empowerment and confidence that comes from discussing thesis writing in a supportive environment with others in the same situation, and the opportunity to experiment with new tools and strategies, is very valuable for improving the wellbeing of doctoral students.


2020 ◽  
Vol 35 (3) ◽  
pp. 349-362
Author(s):  
Bjørn Sletto ◽  
Kristine Stiphany ◽  
Jane Futrell Winslow ◽  
Andrea Roberts ◽  
Marla Torrado ◽  
...  

2015 ◽  
Vol 9 (2) ◽  
pp. 219-241
Author(s):  
Charles Travis

Situated in the wake of the first and second waves of the Digital Humanities, the Digital Literary Atlas of Ireland, 1922–1949 website provides interactive mapping and timeline features for academics and members of the public who are interested in the intersection of Irish literary culture, history, and environment. The site hosts Google Earth software produced interfaces with the EXHIBIT Timeline functions made available by the Semantic Interoperability of Metadata and Information in unLike Environments (SIMILE) project, developed and hosted by the Massachusetts Institute of Technology's (MIT) Computer Science and Artificial Intelligence Laboratory (CSAIL) and Library. This paper's case study maps the biographical lifepath of the writer Samuel Beckett using digital humanities techniques such as ergodicity, and deformance. The geo-digital-timeline mapping of his biography allows us to visualize the shift in Beckett's literary perspective from a latent Cartesian verisimilitude to more phenomenological and fragmented, existential impressions of time and place. The atlas's visualizations of his Wanderjahre years in various European metropoles chart the intellectual and aesthetic influences shaping the Beckettian literary landscapes of his later and better-known works, such as En Attendant Godot (1953). Beckett's thought, works, and shifts in perception provide insight into how digital cultural mapping practices and third wave digital humanities methodologies and tools can be conceptualized and operationalized.


Author(s):  
Katarina Tuinamuana ◽  
Joanne Yoo

In this paper, we explore alternative ways in which academic writing can have impact, specifically in how it can move from the clearly measured to the deeply felt. We do this by writing a creative nonfiction narrative of our experimentation with autoethnography, detailing our responses to four published autoethnographic articles. We found that reading and engaging with these papers meant that we also had to listen and reconnect to our bodies in ways that initially seemed foreign to us as academics. But we persevered, and this project strengthened our resolve to create time/space to engage writing/research that deeply moves and transforms us. Within our experience, this writing offers alternatives to the dominant techno-rationalistic certainty of academic discourses that work to artificially separate mind from body.


Fachsprache ◽  
2021 ◽  
Vol 43 (3-4) ◽  
pp. 175-192
Author(s):  
Eva Zernatto

This paper introduces the results of a series of writing workshops about “Mehrsprachig Schreiben” [Multilingual Writing], which took place at the University of Vienna between 2015 and 2017. The article poses the question, how individual, multilingual potentials can be used productively and creatively for the development and enhancements of academic literacies in the tertiary education sector. First it focuses on the linguistic landscapes at Austrian Universities such as the handling of multilingualism in this context, as well as it concerns the framing conditions and challenges of academic writing per se, before it shows the terms of the writing workshops and the methodical and didactical approach in connection with the concept of a multilingual process orientated writing didactic. On the basis of an exercise example (“Meine Sprachen und ich” [My languages and I]) it is responding in the end to the concrete challenges of multilingual academic writing at “German speaking” universities.


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