One punishing summer day in January, I ‘flânographed’ this Atlas in my anklings about town as a Melbourne flâneur. One of a pair of Telamons who formerly held up the portal of the Colonial Bank of Australia, he now graces the doorway of an underground bicycle garage at the University of Melbourne.
An appropriate place for him to struggle with his eternal burden, perhaps.
As I said in this post, I most often describe the art of writing as being ‘sculptural’ or ‘architectural’, and often a writer feels like this fellow, trying to balance an elaborate structure of thought on the top of his head.
For an academic writer such as the Masters student or PhD candidate, the sense of ‘oppression’, of being weighed down by the burden of this elaborate architecture of thought you are trying to build in words can give you the haunted, worried expression this Atlas wears.
Many students arrive at the Masters—or even the PhD—level lacking confidence in their ability to write essays, reports and theses to an academic standard. And the sense of anxiety is doubled if your first language isn’t English.
In 2005, Wendy Larcombe, Anthony McCosker, and Kieran O’Loughlin conducted a study at the University of Melbourne. They wanted to know whether providing a ‘thesis-writing circle’ to doctoral students from both native English-speaking and non-native English-speaking backgrounds had any effect on the students’ confidence and abilities as academic writers.
Larcombe, McCosker, and O’Loughlin published the results of their study in the Journal of University Teaching and Learning Practice in 2007, and if you’re a postgrad struggling with the burden of preparing a research thesis, their article makes for encouraging reading.
Two problems typically confront postgrads: the development of their skills as academic writers, and the development of their confidence.
As Larcombe, McCosker, and O’Loughlin found, both doctoral candidates and their supervisors generally perceive the academic skills support services provided by universities to be ‘too generic’.
As a student at the postgraduate level, you require editorial support that is specific to your discipline. The writing advice and strategies offered by your editor must be bespoke to your needs, framed within the intellectual context and discourse of your discipline, and relevant to the concept you are trying to express in your thesis.
But students arrive at the postgraduate level with different editing skills and editing needs.
Editing the writing of students is something that supervisors don’t always feel is their ‘rôle’. When they do correct spelling mistakes or faulty syntax in draft chapters without providing explanation or instruction, students can feel ‘demoralized’ by the implicit negative judgment of their work, according to Larcombe, McCosker, and O’Loughlin.
A crucial part of developing your skills as an academic writer involves developing your confidence. Having a ‘writing facilitator’ who is independent of your supervisor, one who provides editorial advice tailored to your discipline and to your specific sticking points as a writer, improves both your ability and your confidence.
Larcombe, McCosker, and O’Loughlin found that being able to discuss what you are working on with another writer who offers supportive, positive feedback grows your confidence as an academic writer. Being tutored in the craft of writing by a professional who is able to intelligently discuss your thesis with you helps you to develop the practical skills of writing in a way which is relevant and specific to your discipline.
With my Bespoke Document Tailoring service, I offer postgraduate students in Melbourne a bespoke and personal approach to copyediting and proofreading their theses.
As a professional writer, my specialty is the logical architecture of written language, the organization of ideas at their deepest level so as to ensure maximal comprehension by your readers.
As an Associate Member of the Institute of Professional Editors (IPEd), I’m bound by a Code of Ethics, so I can’t help you to cheat, but as a writing facilitator, I can provide independent editorial support which is specific to your discipline and which complements the structural advice you’re receiving from your doctoral supervisor.
If you’re interested in working with a professional writer who can help you to find your own unique style on the page, tutoring you in the development of your voice, I invite you to contact me, or to download a free brochure describing how I can help you with your Bespoke Document Tailoring needs.