The Australian Association of Writing Programs

By Mark Carthew

Into the labyrinth

Aspectsof Publishing

Men acquire a particular quality by constantly acting aparticular way... you become just by performing just actions, temperate byperforming temperate actions, brave by performing brave actions.

Aristotle

Regard your good name as the richest jewel you canpossibly be possessed of - for credit is like fire; when once you have kindledit you may easily preserve it, but if you once extinguish it, you will find itan arduous task to rekindle it again. The way to gain a good reputation is to endeavourto be what you desire to appear.

Socrates

Abstract

Early career researchers (ECRs) may learn a great deal fromthe insights of philosophers such as Aristotle and Socrates, although I suspectthat none wish to emulate Socrates’ aggravation of the Athenian proletariat tothe point where they are executed by poisoning for stirring the status quo.

While some similarities may appear between academicgatekeepers and the Athenian hegemony of the time, early career researchers areby definition trying to establish themselves. However, biting the hand thatfeeds you is a cardinal sin in publishing, as well as a poor option in achievingfulfilment of life choices.

In this brief reflection based on my own experience as acurrent PhD writing candidate, I wish to explore some of the factors affectingan early career researcher’s ability to find publishing outlets and forums for theirwork and interests. I also intend to highlight support structures or lackthereof that impact on both ECRs, the body academic and publishing forums associatedwith the arts and writing faculty.

** *

Aristotle hit the nail on the head with his pragmaticassessment of action as a defining act of self. We are as we do. Writers needto write to be so; no matter what genre.

A children’s writer must by definition write children’sbooks, as does the adult novelist, science-fiction writer, scriptwriter,romance novelist and poet create poems. And a journalist is as a journalistdoes. Performing arts and music have similar issues. Anyone in theory can actor sing, but not all can be classed as true actors or singers.

Barthes in his seminal & much quoted work The Pleasureof Text (1989) details much about text itself, its jouissance and creative pleasures; and the journey from the writerto the reader. However for a writer to get one’s work and presumably one’s own writerlybliss (aka joyful work) to that stage of analysis, the piece also needs to bepublished in legitimate, appropriately regarded forums to attain status and ‘genuine’acknowledgement as a ‘writer’s’ work.

Not only is publication a much sought sort after act of affirmationand encouragement, it is a public act of acceptance by the mainstream.

Having published academic works in print is part of thejourney of acceptance into the academy as a bonafide, accredited voice. An academic writer must write in & for academicpublications to achieve that perceived ‘accreditation’. Peer review is obviouslya pivotal part of initiation into the academy. Conversely (and a subject for afuture paper), reverse insecurities percolate in the creative writing field; whereindividuals, institutions and academics need the kudos and affirmation thatcomes from being recognised and published in the contemporary trade publishingenvironment. Brian Castro’s recent appointment as the Chair of Creative Writingat the University of Adelaide is indicative of the symbiosis merging practisewith papers for academics in creative writing courses. (The Australian, April30, 2008:21)

Jungian reflection (1969) on archetypes, mixed with analysisof self-concept and notions of insecurity and desire, add further complicationsinto reflections on writerly motivation. Jung’s archetype of spirit may well bea useful point of reference as ‘itappears in a situation where insight, understanding, good advice,determination, planning, etc. are needed but cannot be mustered on one's ownresources’. (Jung, 1969: 216).

Complex issues ensue when seeking to define the term -academic writer. What does this mean? A thinker? An ability to read andinterpret other works? A generator of new ideas? A pusher of boundaries? Aperson conversant with and literate in discourse about the writings of otheracademics? An expert?

No matter what discipline, one would hope that new emerging writersand voices (and by definition early career researchers) are simply not suckedinto the business of producing the same old same old; emulating long heldlexicons, regurgitating type-cast clone like manuscripts in the moulds of previous scholars and articles; writing what they believe peer reviewers arelikely to approve.

An enlightening article related to this subject is BarbaraKamler’s and Pat Thomson’s recent article on the business end of writingabstracts, ‘Driven to abstraction: doctorial supervision and writing pedagogies’, Text (2004). They were compelled to write the article after observing that ‘some of our students are not only reluctantwriters, but also express a range of other emotions associated with therequirement to write – agitation, resentment, despair and fear’ (p.195).

Kamler and Thomson discuss and describe various factorsacting upon students that evoke such negative emotions and in particular they lookat key journals in literature and education fields, documenting theirrespective lack of instructional support guidelines for prospective submissionsand writers. (p.198). A fundamental notion here is anxiety about ‘knowledgevoid’ so often assumed by those already conversant with structures and mores ofhigher education research and publication. In this context, Plato’s Socraticvoice in Euthydemus (380 BC) adds a little wry wit applicable to the initial labyrinthinelike challenge of the academic quest.

Then it seemed like falling into a labyrinth: we thought wewere at the finish, but our way bent round and we found ourselves as it wereback at the beginning, and just as far from that which we were seeking atfirst. Thus the present-day notion of a labyrinth as a place where one can lose[his] way must be set aside. It is a confusing path, hard to follow without athread, but, provided [the traverser] is not devoured at the midpoint, it leadssurely, despite twists and turns, back to the beginning. (Kareny 1976: 91)

As a teacher of some 26 years with undergraduate and postgradate teaching experience, my admiration for Kamler and Thomson is furtherstrengthened by their focus on pedagogy and accessible language. Fundamentalprinciples apply. We learn through doing - and in positive, affirmingenvironments. Negative environments that act as blockers cannot possibly beproductive...or desirable.

‘Knowledge void syndrome’ (and associated insecurity) wouldappear a not uncommon experience with entry into PhD study. While all new venturesrequire learning curves, anecdotal evidence from personal and online conversationswith fellow PhD students seems to indicate congruence with an unjustifiable,yet imaginable conspiracy theory; that is that the notion of ‘totalindependence’ aka discover it out yourself- is a purposefully laid plan to initiatenew researchers and novices into academic rigour; possibly on the pretext of ensuringintegrity on the path to enlightenment.

Luckily for me I have been serendipitously blessed with awonderful mentor and supervisor who guides me through the academic maze; andthe first two stanzas of Matthew Arnold’s evocative poem Self-Dependence (1852) resonatesin this regard:-

            Weary of myself, and sick of asking
            What I am,and what I ought to be,
            At thisvessel's prow I stand, which bears me
            Forwards,forwards o'er the starlit sea.

            Anda look of passionate desire
            O'er the seaand to the stars I send:
            ``Ye whofrom my childhood up have calmed me,
            Calm me, ah,compose me to the end!

            MathewArnold (1852)

As an academic novice I am grateful for calming balms.

Simple things can be confusing and daunting when firstencountered, such as a first kiss or similarly an attempt to put something complextogether without instructions.

For ECRs their academic ‘first kiss’ can be as simple as notunderstanding the basic principles of writing quality, publishable abstracts.Kamler and Thomson (2004) clearly enunciate an example of that void by describingtheir research on the decided lack of instructions from journal editorsregarding the writing of abstracts and article foci that has produced aconfusing, ‘...motley and often bland array of conventions and genres’. (2004: 207).Enlightened Journals such as Text andorganisations such as the AAWP & APWN have an important support role here.

As a journeyman moving towards an academic voice, I wasgreatly heartened by my involvement in a recent online synchronous interactive workshophosted by the APWN, albeit disrupted by my car problems getting to a computer;as a step towards confidence in conversational dialogue with established academicsas colleagues and mentors. Such informal interactions sow many seeds and contributeto understanding of academic conversations.

Presentations and audience membership at Research Colloquia atSwinburne has also played an important role as an affirming experience; buildingunderstanding of repertoire & style. Colloquia can also contribute to the senseof collegiate belonging – another issue for all academics, no matter what theirstatus or area of expertise.

However, perceived traps for ECRs seem destined to causeangst.

Existing academic structures for journal articles,conference papers and thesis writing seem to encourage repetition or emulationof what has gone before; and this is only rescued by supervisors and colleagueswith sound understanding of pedagogy and ability to affirm and encourage dissertationsand papers that explore outside the existing square.

Inthis context, the ability to explore and experiment within the confines of academicpublishing’s seemingly formulamatic structure is a very real issue for ECRs. Followingprotocols is obviously a prerequisite consideration for anyone wishing to writea refereed paper and while virginal in this regard, I have no doubt my concern tofully understand protocol requirements would be echoed by many others. It istremendously heartening to see articles such as Shane Smith’s recent innovativearticle ‘Academaesthetics: How the essay and comic can save each other’, publishedin Text (Oct. 2007); utilizing cartoonimages to deliver stimulating ideas in cutting edge, contemporary manner.

ECRs need role models such as
this to encourage a sense of
validity to varied techniques
and modes of delivery.

(Smith, 2007:30)

Michael Wilding, University of Sydney’s Emeritus Professor inthe School of Letters, Art & Media, also provides a valuable role model forexcellence in contemporary academic writing in his article, ‘Teaching Writing’, Text, (2007). Also published in Text this article uses a conversational,fictional writing style to achieve a cleverly crafted engaging message - withoutthe use of ‘tired formulae’ or the necessity for copious referencing. It is readableas an act of pleasure & appreciation of the writer’s gift.

While unfair to take a small piece of this work from thewhole, Michael’s first sentences act as an abstract, providing a teasing hintof the intriguing dialogue to come.

‘They sat in the Koreanbarbeque. Dr Bee’s dead cow sizzled on the grill on the table, succulently forDr Bee, noxiously for Pawley. Henry expressed no opinion. It had been indicatedto him hat his views were better left unexpressed...’ (Wilding, 2004:1)

Such examples of innovative writing from establishedacademics provide wonderful affirmation and inspiration to those of us uneasyabout the risks of experimentation with technique. They also highlight theenormous value of contemporary, pro-active Journals such as Text that encourage and affirm stylisticvariation, within their normal quality control editorial processes.

Modern communication has exponentially opened up andcontinues to expand new modes of communication combining text, image and sound;journals and associated papers need to embrace all the opportunities to addvalue and breadth to academic forums. Aristotle and Socrates would have enjoyedthe enormous benefits of multi-media in the modern age, however it is the qualityof writing and subsequent enlightenment communicated to others that writers areultimately judged by.

Supervisors, editors and mentors in the arts and creativewriting courses have an enormous role to play in encouraging ECRs to experimentand find their own engaging, quality voice.

Online forums, blogs, asynchronous or synchronous discussion,journals, conferences and workshops are all part of vibrant academic discoursethat includes refereed and non-refereed papers. While not all of these forums maytranslate into formal academic publishing, they most certainly provide opportunitiesfor writers to hone their skills.

The challenge is there for those in academic editorial andleadership roles to promote innovation while ensuring sound pedagogicalprinciples apply that encourage emerging writers to find both their voice andpublishing opportunities.

** *

Mark Carthew is an award winning children’s author, editor and teacher.

In 2006 Mark was awarded a three yearAustralian Postgraduate Scholarship to pursue his PhD in writing at SwinburneUniversity, Victoria, Australia. Mark also tutors in the Master of Arts(Writing) course at Swinburne University, Lilydale, Victoria.

* * *

Arnold, Matthew. 1852. Empedocles on Etna, and Other Poems London: B.Fellowes, B-11 2384 Fisher Rare Book Library (Toronto). ACCESSED VIA http://rpo.library.utoronto.ca/poem/103.html21.4.08 3:44pm Online text copyright © 2005, Ian Lancashire for theDepartment of English, University of Toronto.
Published by the Web Development Group, Information Technology Services,University of Toronto Libraries.

Barthes, Roland 1989. The pleasure of the text / RolandBarthes ; translated by Richard Miller ; with a note on the text by RichardHoward. New York: Noonday Press.

Jung, C. G., translated by R.F.C. Hull., and 1971, c1968. . TheArchetypes and the Collective Unconscious: The collected works of C.G. Jung ;v. 9, pt. 1 Bollingen series ; Princeton: N.J. Princeton University Press

Kamler, Barbara, and Pat Thomson. 2004. Driven toabstraction: doctoral supervision and writing pedagogies. Teaching in HigherEducation 9 (2):195-209.

Kereny, Karl. 1976. Dionysos:Archetypal Image of Indestructible Life, Princeton University Press.

Lane, Bernard. 2008. Castro joins the write wing. TheAustralian, April 30, 21.

Maffei, P. A. (1709).Gemmae Antiche, Pt. IV, pl. 31.(Labyrinth engraved on agem.)

Smith, S.W. 2007. Academaesthetics: How the essay and comiccan save each other. Text 11 (October No 2).

Wilding, Michael. 2007. Teaching writing. Text Oct No2 (11).