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ERIC Number: EJ855833
Record Type: Journal
Publication Date: 2009-May
Pages: 18
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-0307-5079
Writing Higher Education Differently: A Manifesto on Style
Sword, Helen
Studies in Higher Education, v34 n3 p319-336 May 2009
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. (Contains 2 tables, 4 figures and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A