A few wrist stretches for editing
My co-author was doing his final read through of our big academic book, and complained to me that it made his wrists tired and tight
My co-author was doing his final read through of our big academic book, and complained to me that it made his wrists tired and tight
But then I turned the page of my done-dairy, and … there were two entries for August. One said “Lockdown 6.0” and one said “Curfew”. And that was the end of my diary.
Paragraphs are parts of sections, and a section is like a flight of stairs, taking you efficiently where your thesis needs to go. A new way to think about paragraphs as a ‘step in your argument’.
I hear a lot of conflicting advice on how to write sentences, and I bet you do too. Should you write short sentences, because they are easier to read? Should you write longer sentences because they sound more academic? Should you write a careful mix of sentences, because that creates good flow?
Do you have a writing practice? Has it grown or developed since you were last at university? Is it working for you? Is it painful?
There is an important aspect of feedback that you may be ignoring… and that is accepting positive feedback.
This year was the year of so much editing for me. Having two books coming out a few months apart meant that I had barely submitted responses to one set of edits than the edits for the other book would arrive in my inbox (sometimes I could count the breathing space in hours). It was tough for my brain to stay focussed, but it was also tough on my body.
gap between what you know, what your supervisors know, and what the people who are actually going to approve your work, your examiners, know.
Each revision, taking on board questions and concerns and advice and changes, takes my work a little bit away from me. For me, this is a good thing! Unlike this blog post, which I wrote, editing and published myself (hence the fact that there are often typos!), academic writing for publication has been read and commented on and changed by multiple people over multiple stages. The article or book goes from being ‘my’ work, to being, in some way, ‘our’ work.
It’s a typical piece of advice to give authors of articles and theses, that you need to explain the ‘so what?’ of your contribution. But in English you can use this phrase in two very distinct ways depending on how you say it.
