Monthly Archives: August 2016

Writing processes


Although I firmly believe that writing is a social practice (we write to be read and in response to contextual conditions), a good portion of our writing time is often done alone.  Many of you will know that I’m very interested in ‘procrastination’ in academic writing and what this means.  Often procrastination is touted as a lack fo self-disicpline and I honestly think that poor self-disicpline is not a characteristic of most graduate students.  The graduate students I see are, in addition to studying, working, looking after families, volunteering on student and other committees, and generally leading exceptionally busy lives. I think procrastination has less to do with individual personality traits and more to do with the nature of academic writing.  I’ve made this argument several times – in my book “Productive Writing” and in various presentations.

Recently, I’ve become interested in what individual writing processes look like and what this can tell us about procrastination.  By chance, I came across this YouTube video made by a student on his writing processes.  It has made me think about the way I write:  when do I pause?  how often do I edit? when does writing flow? Have a look and see what you think.




A life in review: Writing tasks that academics do that we don’t talk about


Here’s a blog post on review genres in academic work. How do we learn how to review?

DoctoralWriting SIG

This guest post is from Sue Starfield, professor in the School of Education and the Director of the Learning Centre at UNSW Australia. Sue’s interests include tertiary academic literacies, doctoral writing, writing for publication and identity in academic writing. If you enjoy this, you may like these related posts.

It struck me recently that I spend large amounts of my everyday academic life carrying out reviews of various sorts. Besides the ongoing feedback I provide to my doctoral students on their writing, usually through ‘track changes’, I do many other kinds of reviews. Quite a number of these are quite high stakes such as examining a doctoral thesis or reviewing a book proposal for a publisher for example. Yet it is difficult, if not impossible, to gain access to exemplars of these kinds of texts.

Hyland and Diani (2009, p. 1) noted that “what academics mainly do is evaluate”. As…

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