Writing together metaphorically and bodily side-by-side: An inquiry into collaborative academic writing
Ritchie, Stephen M. & Rigano, Donna L. (2007) Writing together metaphorically and bodily side-by-side: An inquiry into collaborative academic writing. Reflective Practice, 8(1), pp. 123-135.
Research discourses are permeated by metaphors. As well, metaphors can be used to create new possibilities for action. In this paper, we describe our attempt to apply particular metaphors for writing research gleaned from our study of the research practices of 24 education researchers from Australia and North America. With reference to the metaphor: writing as a piano duet, for example, we explore the experience of writing side-by-side with each other for the first time. Our reflexive account not only deals with this writing experience, but also discusses potential benefits and shortcomings of this approach to writing and the application of metaphors to guide research practice. Writing in this way is indicative of the metaphor writing as research.
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|Item Type:||Journal Article|
|Keywords:||Collaboration, Academic Writing, Metaphor, Solidarity, Emotional Energy, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > STUDIES IN HUMAN SOCIETY (160000) > SOCIOLOGY (160800) > Sociology of Education (160809)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2007 Taylor & Francis|
|Copyright Statement:||This is an electronic version of an article published in [Reflective Practice 8(1):pp. 123-135.]. [Reflective Practice] is available online at informaworldTM with http://www.tandf.co.uk/journals/titles/14623943.asp|
|Deposited On:||21 Aug 2008|
|Last Modified:||29 Feb 2012 13:35|
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