New verb required: apply here

I’m convinced that there is the necessity for a new verb to be developed. Of course, that’s not difficult – the English Language is constantly developing and growing and new words are being developed and being accepted all the time (the OED brings out a quarterly list that usually makes the papers, for example). And indeed, such new words have recently been the focus of discussion between one of my teachers and me. I keep creating new words like ‘churchwardenate’ (a noun, when discussing the churchwarden’s position as a whole, in the generic, in the way that you might use ‘teacher’ or ‘soldier’). While he admitted that the word ‘sounded’ right, it wasn’t in the OED and therefore I shouldn’t use it. “Stick to the OED”, I was advised. “You can subvert the language after you’ve got your certificate!”. And I’ve grudgingly come to admit that he’s quite right too.

But in this case, I really think that a new verb is required. Not for me to use in my thesis either. It’s to do with the practice of writing articles. Most people know now that for an academic, writing is critical. “Publish, or Perish!” is frequently heard, and according to the Dictionary of Modern Proverbs, was first used back in 1927. Indeed, it is even more critical in British academia with the advent and pervasive demands of the Research Excellence Framework (REF). Publishing is therefore constantly on the would-be academic’s mind. If they do a good piece of work, how best to publish it? How many articles CAN they realistically get out of it (the practice of salami-slicing being much maligned)?

And that’s where my would-be verb would come in. I was thinking about this yesterday: I was notified that a revised version of my MA dissertation, which I had submitted for a prize, had won said prize. YAY! BUT, so my immediate next bit of thinking went, ‘if it’s good enough to win a prize, surely it’s good enough to publish’? (In the great Job Hunt as an early career researcher, having publishing credits really, really helps.) Hence the need for the verb. A word that describes the practice of turning an essay or dissertation or parts of a thesis into an article. Articlearise? Articlearite? Neither of those will do. Suggesions? Maybe you feel that no ‘new’ verb would be needed at all. But I just keep wanting to say… “I’ve got to [verb] this”.

Hmmmmm.

Regardless of the verb, however, what is undeniable, is that this does need to be published. And, as I learned to my cost soon after I graduated with my BA, a dissertation does not an article make. I have also learned, too, of the different ways that one can relate and explain what is otherwise the same story (I am adding an eighth to that list, soon, as I will be giving a talk on the same subject to another local history society in April).  My MA Dissertation, entitled “‘Be kindly affectioned to one another’: love and parish politics in Stanton Lacy, Shropshire”is about the Robert Foulkes case, using the documents from that case to examine how different kinds of love impacts on politics in a parish over a very short time period. At 20,000 words, it’s far too big to simply be translated entirely into article form, and will need to be cut somehow (although whether I can [verb] the rest remains to be seen). The dissertation examines four different kinds of love, so it may be possible to split them – two for one article, two for another. Although that’s a bit obvious. Maybe too obvious. Mmmmm. This bears thinking about.

The other thing to consider with the whole process of [verb] (see just how useful my new verb would be?) is that of identifying which journal to submit for. Any Arts and Humanities academic (and possibly a STEM one too, although I’m not so sure about that as I’m not a STEM scholar, obviously) will tell you that a major part of getting an article accepted is to ensure that you write an article FOR that journal. It seems obvious, right? There’d be no point in sending an article about matchsticks to a fashion magazine (unless it was about a dress made of matchsticks, I suppose). But no – it’s a common mistake to make (I made it myself), to write an article and then look around to see who will take it. It should be the other way around. So, I have to consider who I want to submit it to – and that isn’t a straight-forward question either. I have a good working relationship with the editor of one journal and I think they’d be very happy to take it, BUT, would that necessarily be the right thing for my career? There’s several local history journals that I could also approach, but again, the question is: are either of them the right journal for my career? As an academic, its my job, so to speak, to get my article published in the ‘best’ journal that I possibly can – as it would be for any academic. For a STEM academic, the top journal might be Nature. For my kind of historian, Past and Present or the Journal of Social History might be the ones to consider (this Times Higher Education article has a list of top 20 journals in history). However, am I realistically likely to get my article into something like that? Those kinds of questions abound, and are realistically best discussed with one’s supervisors (as I will be doing, when the time comes).

So, no real conclusions here (other than that my new verb is most definitely required, and I really would welcome suggestions. Maybe there is an existing verb out there that would work?). Not yet, anyway. I do need to ruminate over this – bounce the ideas from that dissertation around in my head. I’ll be doing that in any case, as I’ve a talk and possibly 2 papers to deliver on the subject, so that will all help in terms of exploring the ‘how’ of telling the story. And somewhere, probably when I’m driving (I do all my best thinking when I’m driving, these days), I shall have a eureka moment. And then it’s just about putting the hard work in. What was it Thomas Edison said? Genius is 1% inspiration and 99% perspiration? Sounds about right – and I think it certainly applies to writing as well.

But as for the article… watch this space. Although it may be a while coming. [Verb] doesn’t happen fast. The publishing process is even slower (I think last time around it was 8 months, and that was relatively quick). Eventually though, hopefully, there’ll be another document out there with my name on, which will be very nice to see. And if you have a suggestion for [verb], please do leave it in the comments or something… it really is driving me up the wall!

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Teaching & career opportunities

One of the best things for me about being a PhD student (apart from the fun of research) is that you get to try your hand at teaching. ‘Proper’ teaching – that is – taking tutorials and seeing a group learn and develop over the course of a ten week module. I’ve done a little bit of teaching here and there with undergraduates over the last few years, working on the ‘Historical Research Methods’ module, where undergrads received workbooks to work through on the computer, and I (and others) were around for assistance as needed. But that’s it, so far. It was enough to whet my appetite, and to know that I want to do more!

The University of Leicester doesn’t allow first year PhD students to teach undergraduates in tutorials, so sadly I won’t get to do that this year but I’m hoping to get to teach on a module called ‘Barbarism and Civilisation: Medieval and Early Modern Europe‘ next year. We’ll see. But, what I did get to do yesterday, and which was fab, was to attend a workshop on teaching, where we got to talk extensively with other PhD students who are ahead of us and teaching, about their experiences, and their tips, techniques, and tactics.We talked through all kinds of things, I found out exactly what they (we) get when we sign up to teach on a module like that, we’re not just pushed in the direction of undergrads and told “go teach!” (thankfully!). Each tutorial has an assigned, core reading, specific objectives, linked essay titles and the module as a whole has overall aims, which we need to bear in mind when devising our lesson plans. It’s very much up to us how we get our students there. It’s clear that there’s a huge learning curve for us the first year we do it, but as we work, we can experiment with different teaching styles (I really liked the sound of the mad professor style one person the fabulous Jennie Brosnan described – I wish I’d had her as a teacher five years ago!) and we can experiment with different teaching activities, different room set ups. It’s very clear that teaching is, to a certain extent, an art that is learned through experience, and for that reason, this workshop is so important – because it wasn’t just a workshop where the learners listened to the more experienced and went away to try to put it into practice.

The second part of the workshop saw us paired up with one of these advanced students, who will mentor us through the next batch of teaching we do. For me, this will be the online moderation I’m doing between now and Christmas with the ‘Making History‘ module, which is a really fun module – I did it myself five years ago when I started my BA. As with the ‘Historical Research Methods’, it’s going to be very interesting to see the same module from the teaching side, rather than the student side.  There’s no requirement in this work to do anything like tutorials or to build lesson plans, but there will be the requirement to gently encourage, to motivate, to try to include people as much as possible – all of which should stand me in good stead when I go on to do the tutorial-type teaching. I can’t wait – and I’m so grateful to have my mentor onboard as well. I’ll be able to bounce thoughts off them as to how I’m doing, and hopefully they, and the process, will help me to grow into the kind of teacher I want to be.

Yesterday was self-reflective in another way; I got to go through a training analysis form with my supervisor. Here, we used the Researcher Development Framework to identify where I need additional training, and ended up with a training plan for the next year. We discussed a number of really exciting possibilities – and I really hope at least one of them actually happens, because it would give tremendous opportunities for my career, would help to raise possibilities for a career outside academia and would look fantastic on my CV. My supervisor raised the point that a huge number of newly minted doctors go on to careers outside academia, and I know from my reading elsewhere that even if ECRs (early career researchers) want to remain within academia, to work in universities as researchers and lecturers, there simply aren’t the positions available for them to do so. Entry level lecturer’s positions are like gold dust…. and the competition to win one is so intense. I thought the AHRC Midlands3Cities competition was intense, but this will be far worse. I know at least two people who are really struggling to get work after graduating. But having said that, I also met one person yesterday who got a permanent job as a lecturer in a university just a year after passing their viva. Much of it seems to be about being in the right place at the right time, with the right qualities, but with odds like these, it’d be daft not to consider how to make the most of opportunities for a career elsewhere. But we’ll see. I’ve at least three years to worry about that!