Category Archives: Academic Writing

Writing a Dissertation: What They Don’t Teach You in Grad School

This blog post describes useful ideas and tools for those working on dissertations and other long writing projects. It is written from the vantage point of historical work, but has much to offer social and psychological science scholars, as well. — Edprof

Erstwhile: A History Blog

IMG_2542 copy.JPG Tools of the dissertation writer’s trade. (All photos author’s own.)

This week Erstwhile editor Sara Porterfield shares what she wished she’d known before starting her dissertation and what she’s learned from the writing process. 

Until it came time to write my dissertation, graduate school kept me on a schedule with measurable goals and milestones around which I could structure my days and schedule. Once I defended my dissertation prospectus, however, that structure disappeared. All of a sudden I found myself faced with what seemed like an almost insurmountable task—writing what is essentially a book—that my training hadn’t really prepared me for. Yes, I knew how to research in the archives; yes, I knew how to write a well-crafted and convincingly argued seminar paper. But I didn’t know how to put together an argument over 300 pages, or even what tools to use for researching and writing such a project.

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Action in Teacher Education Journal: Call for Reviewers

Here is an invitation from Tom Lucey of the Action in Teacher Education Journal (by way of the AERA Qualitative Research SIG).
The editing team of Action in Teacher Education, a national peer reviewed journal that publishes scholarship relating to research in teacher education (pre- and in-service) and pedagogy, seeks reviewers for manuscripts submitted to the journal.  We are looking for teaching and research faculty from across research methodologies and areas of expertise with the time, and willingness to conduct rigorous analyses of submissions and provide constructive feedback that informs editors and authors about manuscripts’ strengths and weaknesses.
Those interested should send an email providing their (1) name, (2) title, (3) affiliation, (4) research foci, and (5) methodological expertise to ActionTE@ilstu.edu.   This is a journal of the Association of Teacher Educators.

If you are a member of AERA, be sure to check the aera.net website for additional opportunities for reviewing conference paper proposals as well as journal manuscripts.  –Edprof

Formal-Operational vs. Post-Formal Thinking: Brains Grow Up

Here is a reblogged essay from the Classroom as Microcosm Blog written by irrepressible and indomitable college teacher, “Siobhan Curious.”   It explores one aspect of early adult development: the growth of postformal thought.

Formal-Operational vs. Post-Formal Thinking: Brains Grow Up « Classroom as Microcosm.

I have written about emerging adulthood (and academic versus authentic writing) in another post.  If you are looking for additional reading on this topic, scroll down to references at the end of my first “Diary of an Ed Prof” essay.   — Ed Prof

Journalists on the Edge of Truth – NYTimes.com

In this re-blogged post (8/19/12), David Carr offers a number of interesting observations on pressures facing journalists.  I was especially struck by his observations on changes in the nature of professional socialization in journalism.  He notes a shift from how journalists who came up the ranks by working in old media (“legacy media”) to a new situation in which media stars rise to prominence without the requisite experiences necessary to foster conformity to conventionally understood professional ideals.   I wonder if there are not parallel problems in other fields as well?   — EdProf

Journalists on the Edge of Truth – NYTimes.com.

Diary of an Ed Prof

Academic BookshelfOne of the tasks of educating professionals involves inculcating the ability to concentrate intensely for long periods of time on whatever one’s job requires.  My job requires a good deal of writing, and reading, and learning — and I would not have it any other way.  But I may be happiest when I go into random mind mode (RAMM!) — which I do more often than perhaps I ought. One of the benefits of RAMM, however, involves happening on new ways of thinking about things.  Reading a few of 27 year old Mary’s posts — beginning with Fifteen Things White Girls Love to Do on Facebook — got me thinking again about how much the idea of “authenticity” in academic writing has changed in the past 2 or 3 decades, and how advanced information technologies (especially blogs and online journals and newsletters, but also spelling and grammar checkers) have changed our notions of what it means to write, and to read the work of others.

Academic writing in the professions is put through so many layers of critique and often endures so much editorial meddling that it loses whatever creative energy it might once have possessed.  There is an odd gauntlet through which a writing project must pass if it is, indeed, to “count” for much in the academy.  At least in my fields (education, anthropology and psychology), the goal is not simply to share ideas and research findings, but to do so with the benediction of peer-reviewers who presumably provide an “objective” and informed evaluation of quality of the work. [I have written about this in the “Political Economy of Academic Writing (PDF)” in the Journal of Thought.] Those who write  journal articles on their own must compete with those who work in teams and with others who receive varying amounts of help from amateur (student) or professional editors and ghost writers.  By the time it makes its way through the gauntlet of critique, academic writing  may no longer reflect either the intellect or the communication skills of the author(s).  As a result, it can be difficult to gauge the authenticity of the persona manifested in academic writing projects. Blogs might be another story, or so it seems to me.

Mary lived in New Orleans a few months ago and was working on a nursing degree in a community college.  Her “Fifteen Things” entry garnered a lot of attention when it was spotlighted on the Word Press “Freshly Pressed” page — a great site for anyone looking for RAMM opportunities!  In prior posts, she had bemoaned her inability to study for an important “A and P” (anatomy and physiology) exam. Instead of studying, she  blogged.  Blogging is seductive because it provides a readily available venue for self-expression and exploring alternative possible futures.

I thought Mary’s subsequent post on “The Pros and Cons of Being 27 and Living with your Parents”  provided an imaginative, humorous and insightful glimpse into what developmental scientists call emerging or early adulthood – the period in the lifespan from about 18 years of age to the late twenties  (Arnett, 2000).  Mary has better reason than many to still be relying on parental support, but the truth is that “growing up is harder to do” today than in the past (Furstenberg, et al, 2008; Marantz Henig, 2010).  The situation is a product of the social and economic context rather than individual deficiency (of either young adult children or their parents).  On January 4, Mary wrote a thoughtful commentary about sibling relationships (“Brothers and Sisters“). And early in February, she announced her decision to (re)turn her attention to writing, setting aside her aspiration to become a nurse, at least for now (“Community College Drop Out“).  Given how her readers have responded to her work as a blog author, she wonders whether she might have become a kind of “internet nurse” — helping to relieve human suffering or at least, making some of her readers feel less alone.

As a teacher, I am reminded of how hard we sometimes work to help students overcome barriers in order to stay in school and finish their degree programs.  It sounds as though Mary’s community college professors did what they could to help, but there is only so much one can do.  Things don’t always work out as planned. In any case, I am struck by the way that Mary seems to embody her prose.  Here is how she describes the role writing plays in her life:

I think more than any physical place, my notebooks have been my home. Writing often reveals to me what is true and real before my own mind can recognize it in the world. I know that writing is a way for me to find truth and tell the truth. It might be why I get anxiety just before I sit down to write, but after I finish, I feel better. Lighter. And if I’ve written correctly, I always walk away with more clarity, more light in the room than before. So I won’t concern myself too much with what house I call mine for now. Maybe home is more an internal thing than anything else. For the time being, home is on paper, and deep within. (2/28/12)

 Blogging affords opportunities for writing as an “authentic” form of self-expression to real and imaginary audiences.  Through writing, we create, recreate and comfort ourselves. This is a new and noteworthy phenomenon and I suspect it is worthy of more scholarly attention than it has received.    Ed Prof

References and Further Reading

Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55 (5):469-480.   doi: 10.1037/0003-066X.55.5.469

Furstenberg, jr., F., et. Al. (2004). Growing up is harder to do. Contexts, 3, 33-41.

Marantz Henig, Robin (August 18, 2010). “What Is It About 20-Somethings?”. The New York Times.

Munsey, C. (2006). Emerging adults: The in-between age. APA Monitor, 37 (6):68.  http://www.apa.org/monitor/jun06/emerging.aspx

Web Pages

Emerging Adulthood (Wikipedia Entry).

Jeffrey Jensen Arnett’s Home Page:  http://www.jeffreyarnett.com/index.htm