Academics Writing

Tusting, Karin; McCulloch, Sharon; Bhatt, Ibrar; Hamilton, Mary; Barton, D. E.

doi:10.4324/9780429197994

Cited by 39 publications

(18 citation statements)

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“…A positive side to being able to work at home is that researchers may be time shifting important tasks to quieter times and spaces, away from their noisy office, as a recent study of academic work suggests 20. The creative work of writing a paper may be easier to do at the weekend and may be something that many researchers enjoy.…”

Section: Discussionmentioning

confidence: 99%

Working 9 to 5, not the way to make an academic living: observational analysis of manuscript and peer review submissions over time

Barnett

Mewburn

Schroter³

2019

BMJ

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ObjectiveTo determine whether researchers are submitting manuscripts and peer reviews to BMJ journals out of hours and whether this has changed over time.DesignObservational study of research manuscripts and peer reviews submitted between 2012 and 2019 for which an author’s address could be geocoded.SettingOnline BMJ submission systems for two large general medical journals.Main outcome measuresManuscript and peer review submissions on weekends, on national holidays, and by hour of day (to determine early mornings and late nights). Logistic regression was used to estimate the probability of manuscript and peer review submissions on weekends or holidays.ResultsThe analyses included more than 49 000 manuscript submissions and 76 000 peer reviews. Little change over time was seen in the average probability of manuscript or peer review submissions occurring on weekends or holidays. The levels of out of hours work were high, with average probabilities of 0.14 to 0.18 for work on the weekends and 0.08 to 0.13 for work on holidays compared with days in the same week. Clear and consistent differences were seen between countries. Chinese researchers most often worked at weekends and at midnight, whereas researchers in Scandinavian countries were among the most likely to submit during the week and the middle of the day.ConclusionThe differences between countries that are persistent over time show that a “culture of overwork” is a literal thing, not just a figure of speech.

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Section: Discussionmentioning

confidence: 99%

Working 9 to 5, not the way to make an academic living: observational analysis of manuscript and peer review submissions over time

Barnett

Mewburn

Schroter³

2019

BMJ

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“…De acuerdo con lo anterior, para analizar la escritura de la tesis de posgrado y su enseñanza, resulta necesario, además de considerar técnicas, habilidades, destrezas o actividades, atender a otros elementos con los cuales está conectada la práctica letrada, incluyendo diversas formas de uso del lenguaje, objetos, tecnologías, espacios, tiempos, modalidades de interacción, creencias y sentimientos (Gee, 2001). En definitiva, asumimos que en la enseñanza y el aprendizaje de prácticas letradas académicas intervienen, como indican Tusting et al (2019), diferentes "actores" involucrados en las tareas -en ocasiones de manera poco visible-como "directrices de la gestión, procedimientos cualitativos, convenciones disciplinares, ambiente departamental y comunidades sociolingüísticas, temáticas o basadas en disciplinas" (p. 12).…”

Section: Marco De Referencia Conceptualunclassified

“…En este trabajo hemos observado que, como indican algunos autores desde los nuevos estudios de literacidad, la escritura académica en el posgrado y su enseñanza desde un enfoque dialógico se encuentran transformadas por la irrupción de las TIC. Esto va acorde con lo planteado por Tusting et al (2019) acerca de los "actores" que podrían intervenir en la enseñanza y el aprendizaje de prácticas letradas académicas, desde "directrices de la gestión" hasta "convenciones disciplinares". Con este estudio hemos reconocido la impronta de las tecnologías digitales en estos procesos formativos; en este sentido, reconocimos el rol de diferentes dispositivos (notebook, celulares, entre otros) en la enseñanza y el aprendizaje de la escritura, así como las oportunidades y los desafíos de los recursos digitales propuestos en el seminario (documentos, videos, foros, entre otros) para desarrollar ese proceso.…”

Section: Conclusionesunclassified

Graduate student perspectives on online teaching of writing

Álvarez

Anglat²,

Morán³

2023

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The aim of this study is to characterize the gra¬duate student perspectives on a virtual dialogic teaching initiative oriented to the revision of dissertation chapters written by the students themselves. Within an exploratory qualitative study in-depth interviews are taken with 12 stu-dents from three seminar editions. The analy¬sis shows three relevant categories regarding online dialogic teaching of writing: time ma¬nagement, synchronous exchange and digital technologies. There are three senses of the tem¬poral dimension: times relative to the seminar schedule, to the student daily life, and to the in¬tellectual process of writing practices. Further-more, a combination of heavy asynchronous load with synchronous encounters is valued. Re¬garding the technologies, the students generate environments that take advantages of devices’ technological potential based on the physical environment possibilities and also value the pedagogical relevance of the applications. The category properties show some changes of gra¬duate writing, and its dialogic teaching in the digital world.

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“…After we had written and shared some stories of gendered-based violence from our lives, I suggested we create a renga by email. I was reluctant to add to the inboxes of academics (Tusting et al, 2019, p. 34) but I also had a feeling that this, more structured yet elliptical writing, would offer new perspectives and a safer way to express our emotionally charged, sensorial experiences and thoughts on the subject of gender-based violence during the pandemic .…”

Section: A Timely Poetic Formmentioning

confidence: 99%

Silent Footsteps: Renga Poetry as a Collaborative, Creative Research Method Reflecting on the Immobilities of Gender-Based Violence in the Covid-19 Pandemic

Parks

Holt

Lewis

et al. 2022

Cultural Studies ↔ Critical Methodologies

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In the Covid-19 global crisis, gender-based violence (GBV) has been reshaped and reconfigured, with increases in some places and decreases in others. During our exploration of the changes in GBV through trans/feminist collaborative reflexive storying, we noticed the fragmentary nature of our storied recollections, which both represented and heightened the emotions in the work. With an intention of distilling the words even further, we challenged ourselves, as transdisciplinary researchers, to create a collaborative renga poem, which we titled, “Silent Footsteps.” An ancient Japanese form, the renga is a series of short, linked verses. This article demonstrates that renga offers an accessible, collaborative poetic research method, not only for research teams but also for non-academic groups to connect with each other. It has the ability to convey deep emotion, with an authentic personal voice, while being confined to structure and rules. Along with creating two stanzas each turn in a round of emails, we all wrote a reflection to engage with the process that identifies this method of writing research as holistic and creative, able to further connect the authors, reflect on the new knowledge and meaning that this work has motivated. Based on these reflections, which are woven throughout and on the renga poem, which is presented in full at the end, we argue that (a) renga is a timely poetic form, (b) it enhances transdisciplinary collaboration, and (c) that it offers both resistance and catharsis.

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Academics Writing

Cited by 39 publications

References 0 publications

Working 9 to 5, not the way to make an academic living: observational analysis of manuscript and peer review submissions over time

Working 9 to 5, not the way to make an academic living: observational analysis of manuscript and peer review submissions over time

Graduate student perspectives on online teaching of writing

Silent Footsteps: Renga Poetry as a Collaborative, Creative Research Method Reflecting on the Immobilities of Gender-Based Violence in the Covid-19 Pandemic

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