The first article - Conversations with Suzanne Morch-Lassen 6

Now, Suze, we're going to talk about writing this week.

We're going to talk about authorship.

We're going to talk about academic writing.

And we've just finished, as I said, we've just finished an academic article.

And it was a two-hander between us, you and a very experienced academic, or in fact, a very old academic and close to death.

So what were the differences in writing for you, writing in that way with that type of person? So what was the experience of writing? Was it different for you?

actually I think it's been really good writing with an experienced academic and you've got a lot more we don't have to be hiding you here Tori it was you my supervisor writing with me which gives no form of I can't even think of the word presentation anxiety but you obviously have a lot more academic publishing experience than me I've written like blogs for you know just ordinary people an ordinary audience like myself um i think i've had a couple of poetry bits you know published in a poetry um

lovely

magazine but otherwise no it's just been emails and and you know blogs and things like and sales pages as well it's a completely different way of of writing professional

communication yeah professional yeah yeah yeah What's it called? I call it ProfCop.

Hello to all my mates in North America.

This is quite a big discipline.

I used to teach it when I was teaching in Canada.

So you work very strongly in professional communication.

Keep going, Suze.

Yeah, yeah.

So put it into like a scholarly argument for me has been like the next level.

It's like being a new language, a new audience.

But I have, you know, felt in, you know, safe hands and that.

And because we've you mentioned about it being like two handed, we have been quite, you know, we did plan who was going to be writing what and we've kept it quite separated.

And also being able to learn, you know, how you're editing and how you're putting your arguments together.

And your half of the article is actually quite different to my half of the article, isn't it? When it got handed back after I'd sent you my first draft and then you sent me the draft back from what you'd put in, you know, you'd started with it all airy and open and movement between the words.

And you can see my second half's dense where I'm talking, you know, more about the research and the work that I've been doing.

So mine's like matter of fact and yours is theoretical and dancey and that you know but i think it's a really like good combination and it works really well um

so that's amazing because see the piece was the piece is about unobtrusive research methods and and how we use sonic sonic spaces i'll use that how we use silences so i wanted to have that sort of dancing on the air component about I wanted the words themselves to have the air to then go into your discussion of of how you release that work so I was incredibly impressed by you but can I ask a tougher question now so I'm glad you enjoyed it because I wanted you to enjoy it and it is that's part of research education that's part of research training but What can supervisors do to support students through the article writing and the editing process? So from you've just had this hot, hot experience in the last couple of weeks, can you take a step back yet and say what works and what doesn't and what we can do as part of research education to support students?