scholarly journals Playing in the water: an exquisite corpse and found river and underwater poems

2021 ◽  
pp. 147447402110398
Author(s):  
Stephanie R Januchowski-Hartley ◽  
Ioanna D Giannoulatou ◽  
Asha Sahni
Keyword(s):  
Academic Writing ◽  
The World ◽  
Collaborative Game ◽  
Exquisite Corpse

This article shares and reflects on Underwater Haiku Exquisite Corpse – a playful approach to writing and enquiry about rivers and their underwater environments. The Underwater Haiku Exquisite Corpse was an adaptation of the Surrealist exquisite corpse concept – a collaborative game in which each participant wrote or drew in response to a prompt and kept their contribution concealed until the end, when the full corpse was revealed to all contributors. We consider how our approach to exquisite corpse fostered playful co-creation and community and contributed to better understanding people’s experiences with and intuitive responses to river environments. This article blends academic writing and found poems (existing words or phrases reframed into a poem) from Underwater Haiku Exquisite Corpse, in response to calls for more creative and entangled ways to write about the world. We applied this technique, using lines of text by different Underwater Haiku Exquisite Corpse contributors and reordering lines into poems that illustrated how contributors intertwined notions of humans, rivers, and what lies below the surface. We hope that by sharing our experiences with the Underwater Haiku Exquisite Corpse, we encourage more playful approaches to geopoetics, to foster conversations across disciplines, as well as within and outside the academy.

scholarly journals De-Masking deafness: Unlearning and Reteaching Disability During a Pandemic

2021 ◽  
Vol 41 (3) ◽  
Author(s):  
Sara Kersten-Parrish
Keyword(s):  
Online Learning ◽  
Academic Writing ◽  
World Wide ◽  
Wide Spread ◽  
Public Places ◽  
The World ◽  
Growing Body ◽  
Disability Research

In academic writing about disability, the impetus is typically used to subvert society's ableist structures and challenge misconceptions and misunderstanding around disability. However, due to the world-wide spread of COVID-19 and the restrictions put in place to reduce the virus's impact, such as asking people to wear masks in public places and the closing of universities and moving to entirely online learning, the author, who is deaf, found herself vulnerable and confronting a lack of access due to these measures. This reflexive paper will investigate how the pandemic and its effects forced the author to reconsider her ownership of her deafness. It will add to a growing body of autoethnographic disability research by contributing another facet to understandings around disability and self as they are actualized in the midst of the pandemic.

scholarly journals Beyond Diversity

2015 ◽  
Vol 3 (3) ◽  
pp. 1-8
Author(s):  
Joris van Eijnatten
Keyword(s):  
Academic Writing ◽  
The State ◽  
The World ◽  
History Of ◽  
The Impact

The overwhelming popularity in academic writing of such concepts as transnationalism, anti-essentialism and postcolonialism illustrate the impact of the postmodern critique of once-stable entities ranging from the nation and the state to culture and civilization. We no longer believe in the steady orderings of humanity bequeathed by ‘heavy modernity’. But does this mean that concepts like the nation and civilization are obsolete? This article takes issue with the current hype of transnationalism, and suggests a correction to the current focus on interconnectedness, networks and flows by introducing the concept of ‘reference cultures’. It claims that in the history of the world, robust collective mentalities act as a counter-balance to cultures in motion.

Doing Decoloniality in the Writing Borderlands of the PhD

2017 ◽  
Vol 47 (1) ◽  
pp. 54-63 ◽  
Author(s):  
Ailie McDowall ◽  
Fabiane Ramos
Keyword(s):  
Research Methods ◽  
Academic Writing ◽  
Major Part ◽  
Zero Point ◽  
Academic Training ◽  
The Road ◽  
The World ◽  
Constant State ◽  
The Way

This paper takes us into the Writing Borderlands, an ambiguous in-between space borrowed from Anzaldúa's concept of Borderlands, where we as PhD students are in a constant state of transition. We argue that theorising from a decolonial position consists of not merely using concepts around coloniality/decoloniality, but also putting its core ideas into practice in the ‘doing’ aspect of research. The writing is a major part of this doing. We enact epistemic disobedience by challenging taken-for-granted conventions of what ‘proper’ academic writing looks like. Writing from a universal standpoint — the type of writing prescribed in theses formats, positivist research methods and ‘proper’ academic writing — has been instrumental in promoting the zero-point epistemologies that prevail through Northern artefacts of knowledge. In other words, we write to de-link from the epistemological assumption of a neutral and detached observational location from which the world is interpreted. In this paper, we discuss the journey we take as PhD students as we attempt to delink and decolonise our writing. Traversing the landscape of the Writing Borderlands, different features arise and fall. Along the way, we come across forks in the road between academic training and the new way we imagine writing decolonially.

scholarly journals Analysing Aspect Influencing the academic writing in English Language

2021 ◽  
pp. 183-200
Author(s):  
MANJUPRIYA R
Keyword(s):  
Learning Strategies ◽  
Academic Writing ◽  
English Language ◽  
Research Paper ◽  
English Speaker ◽  
Subject Knowledge ◽  
Language Difficulty ◽  
Writing Research ◽  
The World ◽  
Learning By Reading

Karimnia, A. (2013) express that writing research paper in English is important because journal in all over the world are written in English. To succeed in their career, researchers have to share their ideas to others by publishing in journal must written in English. so, the researchers must master in English. The language difficulty that non-English speaker faced are lack of appropriate vocabulary, misuse of articles etc. The learning strategies can be divided into two i) subject knowledge-oriented strategies ii) language-oriented strategies. In subject knowledge-oriented strategies, learning by reading as many research paper in English and to increase experience in writing research paper.

scholarly journals What to Accommodate to Develop Students' Academic Writing? Need Analysis for a Research-Based Textbook Development

2021 ◽  
Vol 10 (1) ◽  
pp. 86-98
Author(s):  
Rizka Safriyani ◽  
Rakhmawati Rakhmawati ◽  
Lisanul Uswah Sadieda
Keyword(s):  
Academic Writing ◽  
Quantitative Research ◽  
English Language ◽  
English Language Teaching ◽  
Writing Strategies ◽  
Qualitative And Quantitative ◽  
Teaching Context ◽  
Need Analysis ◽  
The World ◽  
Good Article

The development of research-based learning proliferates throughout the world, and it depicts the growth of an academic article's publication globally. To strengthen the paper's quality, particularly in Indonesia, the students need a guideline on writing an academic article. This qualitative and quantitative research would portray the needs analysis in developing a research-based textbook in academic writing. Fifty students and thirty lecturers were involved in the interview, documentation, and survey. The result shows that the skills needed to accommodate are referencing skills, writing the research's significance, and writing the conclusion. This study also suggested nine units of an Academic Writing Textbook needed by the students to produce a good article, namely  Introduction to Academic Article Writing, Strategies in avoiding plagiarism, Writing an introduction, writing a literature review, writing a research method, Presenting Findings and Discussion, Writing a conclusion, Tips on Referencing, choosing the title, and writing an abstract. These findings strengthen the previous studies, which states writing a conclusion of an academic article is challenging, particularly in the English Language Teaching context.

scholarly journals Doctoral Candidates’ Academic Writing Output and Strategies: Navigating the Challenges of Academic Writing During a Global Health Crisis

10.28945/4755 ◽  
2021 ◽  
Vol 16 ◽  
pp. 291-317
Author(s):  
Basil Cahusac de Caux
Keyword(s):  
Global Health ◽  
Thematic Analysis ◽  
Academic Writing ◽  
Future Research ◽  
Substantial Impact ◽  
Health Crisis ◽  
Research Activities ◽  
The World ◽  
The Impact ◽  
Doctoral Candidates

Aim/Purpose: To date, few studies have investigated the impact of global health crises on the academic writing of doctoral candidates. This paper seeks to start a conversation about the impact of the ongoing COVID-19 pandemic on doctoral candidates’ academic writing output and strategies. Background: This paper employs and analyses data elicited from surveys and interviews involving doctoral candidates from around the world. Data were collected during April 2020, at a time when government-mandated lockdowns and restrictions on movement were in full force in many countries around the world. Methodology: Surveys were conducted with 118 doctoral candidates from over 40 institutions based in four continents. Follow-up interviews were carried out with four doctoral candidates enrolled in an Australian institution. A qualitative descriptive design, employing thematic analysis, is used to assess the impact of the COVID-19 pandemic on doctoral candidates’ writing output and strategies. The data analysis includes statistical descriptions of the surveys. Contribution: This paper provides insights into the myriad challenges and obstacles facing doctoral candidates during the COVID-19 pandemic. It describes the writing strategies adopted by doctoral candidates during a period of significant societal disruption, and illustrates how thematic analysis can be employed in research involving global health crises. Findings: Despite the adoption of novel approaches to academic writing, which appear in an insignificant minority of respondents, doctoral candidates’ overall commitment to academic writing has been negatively impacted by the pandemic. Similarly, delays to academic research activities caused by the pandemic have resulted in a significant decline in commitment (motivation) to academic writing and a substantial impact on doctoral candidates’ ability to write about their research. Recommendations for Practitioners: Supervisors and mentors should strive to provide doctoral candidates with timely feedback during the pandemic. Given the impact of the pandemic on doctoral candidates’ mental health and motivation to write, increased institutional and peer support is required to help doctoral candidates overcome academic issues during the pandemic and future health crises. This researcher recommends consulting regularly with and offering individually tailored solutions to doctoral candidates who are struggling to work on their theses during the pandemic. Similarly, institutions should empower supervisors in ways that allow them to provide greater levels of support to doctoral candidates. Recommendation for Researchers: Further research on the impacts of the pandemic on various academic cohorts, such as early career researchers (doctoral candidates, postdoctoral researchers, and assistant professors) and student cohorts (e.g., undergraduate and postgraduate), will clarify the extent to which the pandemic is impacting the academic writing of doctoral candidates. Impact on Society: The pressure placed on doctoral candidates to produce quality academic writing seems to have been heightened by the pandemic. This has a range of adverse effects for the higher education sector, particularly administrators responsible for managing doctoral candidate success and the academe, which recruits many of its faculty from holders of doctorate degrees. Future Research: Additional focus on academic writing of doctoral candidates during the pandemic is needed. Research should include randomised samples and represent a range of academic disciplines.

scholarly journals Social-Epistemic Rhetoric of (Un)certainty in Biomedical and Psychiatric Scientific Academic Writing: a Diatextual Analysis

Human Arenas ◽  
2020 ◽  
Author(s):  
Amelia Manuti ◽  
Giuseppe Mininni ◽  
Rosa Scardigno ◽  
Ignazio Grattagliano
Keyword(s):  
Medical Journal ◽  
Academic Writing ◽  
Analytical Approach ◽  
Point Of View ◽  
The Body ◽  
The Other ◽  
Research Papers ◽  
The World ◽  
Different Types ◽  
Epistemic Rhetoric

Abstract In line with the general aims of scientific textuality, research papers in the biomedical and psychiatric academic domains mostly attempt to demonstrate the validity of their assumptions and to contrast with the sense of uncertainty that sometimes frames their conclusions. Moving from this premise, the present paper aimed to focus on these features and to investigate if and the extent to which biomedical and psychiatric texts convey different social-epistemic rhetoric of uncertainty. In view of this, a qualitative study was conducted adopting diatextual analysis to investigate a corpus of 298 scientific articles taken from the British Medical Journal and from the British Journal of Psychiatry published in 2013. Our analytical approach led to identifying two different types of social-epistemic rhetoric. The first one was mostly oriented to “describing” the world, accounting for the body-mind nexus as conceptualized within the “medical” point of view. On the other hand, the second one was oriented to “interpreting” the world, debating the problematic and critical features of the body-mind relationship as developed within the psychiatry discursive realm.

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