The English Miscellany

Robert Boyle The reflective essay on a variety of topics can be traced back to Montaigne (1533-1592). His essays display erudite wit and a slippery, speculative, anecdotal approach to a range of themes. In the course of reading his work we start to piece together fragments of his personality and we warm to his humane openness to life. Robert Boyle (1627-1691) was also significant for his ability to compose meditative and inspiring short essays on any topic. Examples are The Christian Virtuoso (1690-91) and his Occasional Reflections on Several Subjects (1665) which included a defence of his methodology. The notion that ordinary, ephemeral topics were suitable for serious readers and profound spiritual reflection was most famously parodied in Jonathan Swift’s Meditations on a Broomstick (1701) But a Broom-stick, perhaps you'll say, is an Emblem of a Tree standing on its Head; and pray what is Man, but a Topsy-turvy Creature, his Animal Faculties perpetually mounted

Nowadays, so much academic writing is simply a rehash of other people's work. Textbooks, in particular, are prone to the vice of uncritical recycling. Clearly, however, there is a virtue in building on the work of others. Work in the humanities has become very specialised (since the 1970s) and this means that we are standing on the shoulders of an army of scholars, not to mention the proverbial giants and geniuses of the past. Nonetheless, excessive use of citation suggests perhaps a lack of confidence in your own thought and creativity. A literature review may be the starting point of a research project, but it is not the final destination. I was led to these rather banal reflections having recently picked up a copy of John Russell Brown's engaging and thoughtful book: Shakespeare: The Tragedies (2001). This book has four citations, two of which refer to the work of Peter Clark, The English Alehouse: A Social History 1200-1830 . (1983) Now that's perhaps the l

That's my last sentence on this topic. Ever. In your view, what are the TOP TEN problems that students experience in their writing? Obviously, it depends quite a lot on the age group, their experience, and whether English is their first language. In this blog I'm thinking about weaker students, aged 11+. It is clear, however, that many of the problems also affect the work of undergraduates and adult business people. And we're constantly striving to improve our writing, as earlier versions of this informal post would undoubtedly demonstrate. In my experience, many common writing problems are persistent and recurrent. Is a quick fix really that difficult? Do you make of a checklist for your students? How do you empower your students to take more professional care and control of their work? Any ideas? Here is my draft list: Many sentences that need a verb don't have one. There is a tendency to use phrases, or sentence fragments, rather than senten

Building blocks, or Writer's Block ? You do not have writer's block as such. It's a myth! It’s far more likely that you are stuck in an unimaginative rut, and that you are experiencing a shortage of stimuli, or a lack of variety in the brain and body soup that should be feeding and nourishing your creative mind.  If the situation has been really bad for many weeks you may be depressed. The good news is that creative strategies may help to decrease the depth and frequency of your depressive phases. Increasingly, writing and other creativity strategies are being recognised as therapeutic techniques. Why not change the sex of your main character, and/or make him/her drastically older or younger? Absurd tweaks should initially be treated as harmless fun; but they may, nonetheless lead you in an unexpected direction.  Great art involves patterns and destiny, but the aleatory, random dimension deserves to be better understood. In this case, risk means

If you own a Kindle, Nook, or other ebook reader you will be familiar with the problem that the majority of texts do not have fixed page numbers. They will also display the same text in different way. This means that the location of a quotation in one digital format will be different from another. Obviously if you are downloading a pdf there will be fixed page numbers to refer to. Readers who want to locate and check your quotations can of course simply search for key words within the text. Also, you can indicate which section of the book you are referring to by including a chapter reference. Therefore you ought to write in this style McCormick (2013) outlines the art of disputation (ch. 7) and the art of the supplement (ch. 6). and quotations like this McCormick (2013) argues that 'the use of transition words is highly effective in logical thinking' (ch 1.5). Note that in the example above, the reference helpfully also provides a note of the subsection 5 of chap

As we have noted in earlier blogs on this site, exam stress and anxiety is built into this mode of assessment. That's partly because the exam is typically a two or three hour endurance test in which you are deprived of home comforts and familiar supports. For many students exams present an image of clinical discipline and dehumanisation. Sitting exams may also cause you to revisit similar occasions in the past that involved a traumatic sense of disempowerment, defeat and failure. But despite the huge potential downside of exams presented in these terms they do mimic real life experiences where you may have to work under pressure, use your wits, or demonstrate that you can plan and manage your time. Exams are here to stay! Nonetheless, it will be helpful to recognise that there are some common anxieties that exam candidates experience. They may fear that there isn't a question that they can answer, or they may fear being seized with writer's block as they stare at a b

Scotland 2013 The aim of this as-yet-unwritten book is to explore "description" in terms of  (1) creative craft (2) critical analysis. Proposed Contents The extinction/manipulation of vision Beyond visualization? Description before the era of photography and film The role of conventions and traditions How writers deploy ambiguity and contradiction for effect Making lists: enumeration The romantic description The aesthetics of the sublime The aesthetics of the beautiful Creating a sense of disgust Creating a sense of horror Description of character Employing multiple sensations Communicating mood and tone The Point of View Tilting and Panning The Panorama The Frame The use of zoom control The Guided Tour Towards Abstraction: generality and description Lega