THE PAPER PROPOSAL: AN OPEN TUTORIAL

I have just marked 70 paper proposals that my second-year Victorian Literature students have submitted and since the feedback I need to offer might be useful beyond my class, I’m offering it here as a sort of open tutorial.             In our English Studies BA we start using secondary sources in the first year, but […]

 ON OPEN ACCESS: INTO THE LABYRINTH

I’ll begin today by citing the post “Types of Open Access Publishing and the Benefits of Each” by Denise Mager from the blog Researcher.Life (16 August 2022), where I have found information on, precisely, the different types of open access publishing. Ready? (I’m shortening a bit the text):             Are you puzzled? Me too… Let’s […]

THE VANISHING TEXT: HOW TEXTUAL ANALYSIS IS DYING

Last week I wrote about the sheer amount of bibliography we are using in academic work. I neglected, however, to mention that in textual analysis primary sources are occupying less and less space. In the presentation of my volume La verdad sin fin: Expediente X back in September, Iván Gómez praised me for having the […]

HOW MUCH BIBLIOGRAPHY IS TOO MUCH?: ON ACADEMIC WRITING TODAY

In the most recent peer reviewing I have passed one of the reviewers complained that I quote too much and should paraphrase more. The article is 8880 words long and has 30 secondary sources, so on average 1 source for about 300 words, apart from the quotations from the primary source (I quoted from it […]

DISPATCHES FROM THE WAR FRONT: NOTES ON CHATGPT (SO FAR)

These days I have been proofreading my forthcoming book Passionate Professing: The Context and Practice of English Literature (Universidad de Jaén), which gathers together an essay and a selection of posts from this blog up to 2020. I worry that the volume is already outdated because of its many references to plagiarism, and the absence […]

ACQUIRING AN ACADEMIC BIBLIOGRAPHIC CULTURE: SOME TIPS

My second-year students need to write a paper on Charles Dickens’s Great Expectations, in which they must cite a minimum of three secondary sources. I give them a list of 23 topics from which they can choose, with the only restriction that only a maximum of 3 students can choose the same topic. In this […]