In this post, Mélina Delmas (who previously welcomed you to UoB) looks at four common fears most research students face and some tips on how to cope with them. Congratulations to Mélina on submitting her thesis in December 2019!
“I’m not working enough”
Throughout the course of my PhD, I often found myself grappling with the number of hours I worked. Being an Arts student, I didn’t have to conduct experiments or to come to the lab. Thus, some days, I found myself working five hours maximum, which made me feel like I should be doing more. Continue reading “Grappling with Fear”
In the third of an occasional series, Writing Skills Advisor Helen Williams talks about how reading previous theses can contribute to your writing practice.
If you saw last month’s posts about perseverance and The Conversation, you’ll have picked up on the fact that November was #AcWriMo (Academic Writing Month) – an annual, month-long, communal attempt by academics at all career stages to focus on their writing. In thinking about what can be most helpful in both facilitating and improving writing however, I keep coming back to how important reading is as part of this process.
Last week was the PGR Writing Summer School 2019, and Eric Ngang, a Global Challenges Scholar in Law, was there.
If you want to get top tips on how to navigate your PhD journey irrespective of the stage at which you are in the process, the PGR Writing Summer School is the ideal opportunity. I took part in the 2019 Summer School and it has been the most invaluable opportunity for me to reflect on my PhD journey after one year.
In the second of an occasional series, Writing Skills Advisor Helen Williams gives advice on writing more clearly.
I am often surprised by the difference between what people think they have written compared to what is actually on the page. I was reminded of this recently when helping a friend with a chapter of her postgraduate work; she was confident that she made frequent links back from her literature review to her own research. Trusting her opinion I had a look, but soon found myself writing comments like “How does this inform your approach?”, “I’m not sure how this relates to your topic” and “Can you link back to your own research here?”
Either you are explicit in how you set out your ideas or discussion, or you are expecting your reader to pick up the implicit connections. Something about doctoral-level writing in particular seems to breed a fear of being explicit. Certainly on my part I always felt that the more complicated I made my writing and argument, the more ‘intelligent’ it would appear. Setting everything out clearly for a supervisor or examiner felt overly simplistic or even patronising – as if they couldn’t work out the links for themselves.
A research thesis is a very different piece of writing from anything else you may have produced before, and from anything you will need to do in future, and as such, it can be difficult to understand exactly what is required, particularly in terms of structure and style. Looking at previous theses can provide really useful examples to help you navigate this unique form of academic writing. Continue reading “In the footsteps of others”
In the first of a new occasional series, Writing Skills Advisor Helen Williams gives advice on getting started with your thesis writing.
In 2018 I started at the University of Birmingham as a Writing Skills Advisor, and when asked to contribute to this blog I considered the hardest part of writing my own thesis.
Fittingly, ‘getting started’ was often the toughest task for me, which also felt apt for a first blog post. Preparation is essential in drafting effective writing, and there is a lot that you can do encourage this process before putting pen to paper. So, to start, here are four tips for getting started. Continue reading “Helen writes: getting started”