dc.contributor.author |
Sword, Helen |
en |
dc.date.accessioned |
2012-03-26T01:38:12Z |
en |
dc.date.issued |
2009-01-01 |
en |
dc.identifier.citation |
Studies in Higher Education 34(3):319-336 01 Jan 2009 |
en |
dc.identifier.issn |
0307-5079 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/15298 |
en |
dc.description.abstract |
According to a recent survey of colleagues across the disciplines, the most effective and engaging academic writers are those who express complex ideas clearly and succinctly; write with originality, imagination and creative flair; convey enthusiasm, commitment and a strong sense of self; tap into a wide range of intellectual interests; avoid excessive jargon; employ plenty of concrete examples and illustrations; demonstrate care for their readers; and know how to tell a good story. Yet an analysis of 100 peer-reviewed articles in six top-ranked higher education journals (including 50 articles from Studies in Higher Education) reveals no more than a handful of academic authors who exhibit any, much less all, of those characteristics. This article offers a spirited manifesto on academic writing, arguing that educationalists have both a practical incentive and an ethical imperative to write higher education differently. |
en |
dc.language |
English |
en |
dc.publisher |
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD |
en |
dc.relation.ispartofseries |
Studies in Higher Education |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from: http://www.sherpa.ac.uk/romeo/issn/0307-5079/ |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.subject |
Social Sciences |
en |
dc.subject |
Education & Educational Research |
en |
dc.subject |
IMPACT FACTOR |
en |
dc.subject |
PERFORMANCE |
en |
dc.subject |
SYSTEMS |
en |
dc.subject |
UK |
en |
dc.title |
Writing higher education differently: a manifesto on style |
en |
dc.type |
Journal Article |
en |
dc.identifier.doi |
10.1080/03075070802597101 |
en |
pubs.issue |
3 |
en |
pubs.begin-page |
319 |
en |
pubs.volume |
34 |
en |
dc.rights.holder |
Copyright: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD |
en |
pubs.author-url |
http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=000266279100005&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=6e41486220adb198d0efde5a3b153e7d |
en |
pubs.end-page |
336 |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
166399 |
en |
pubs.org-id |
Arts |
en |
pubs.org-id |
Humanities |
en |
pubs.record-created-at-source-date |
2012-03-26 |
en |