Writing/reading a life : the rhetorical practice of autobiography

This essay examines how the introduction/preface to a non-fiction text is constructed as autobiographical practice – a sort of ‘introduction-as-memoir’. The use and autobiographical effects of rhetorical tropes (stake inoculation, metaphor and binary oppositions) are examined in the introduction that prefaces Massacre myth (Moran, 1999), a polemic account of the 1926 police massacre of Aborigines that was the catalyst for Australia’s ‘History Wars’. Using the analytical methods of deconstruction, I tease out how language, structure and a (seemingly) objective account of historical virtues are recruited to the project of autobiography, and illuminate the role of language in the construction of the authorial subject (and Others), and show how these are entangled with broader social, political and epistemological issues. The analysis underlines the dialogic relationship between text, reader and society, and the instability of truth claims and the authorial subject of autobiography.

Prescription medication hoarding and borrowing or sharing behaviours in older residents in the Illawarra, New South Wales, Australia

Aim: To examine prescription medication hoarding and borrowing or sharing (PMHBS) behaviours in older people, particularly which medications are subject to these behaviours and the circumstances that enable these behaviours.

Methods: A mixed methods triangulation design, using consecutive qualitative (focus groups) and quantitative (survey) methodologies in a convenience sample of people older than 65 years, living independently in the Illawarra region (New South Wales).

Results: Focus group participants (n= 28) acknowledged PMHBS behaviours were widespread; however, very few survey respondents (n= 226) admitted to engaging in these behaviours. Main findings in the study were enablers for these behaviours: the prescription medication is considered the same as that prescribed previously; and self-medicating for pain relief.

Conclusions: The prevalence of PMHBS behaviours in this study was low, although it was acknowledged such behaviours occurred in the wider community. Sharing strong pain medication and the same prescription medication appeared to be acceptable in this population.

Popular culture : a resource for writing in secondary English classrooms

This chapter explores how a secondary English teacher working with students aged 14-15 enabled them to use their popular culture practices as a resource for writing. The chapter provides examples of conventional classroom situations in which this teacher created a space for students to bring their own semiotic resources to bear on the curriculum. It argues the need for English teachers to become sensitized to the complex literacy practices in which their students engage outside school and to the ways these practices are bound up with their social relationships and sense of identity. The discussion challenges conventional understandings of ‘reading’, ‘writing’, ‘speaking’, and ‘listening’ as components of the English curriculum, arguing that a more contemporary understanding of literacy must take into account the multi-modal practices in which students engage in beyond school.

Research and diabetes nursing. Part 6: writing a research article

Publishing research findings is a key component of the research process. The purpose of this article, the last of the research and diabetes nursing series, is to describe how to plan, focus, structure, and write an article and submit it to a journal for publication. It is essential that authors realise articles need to be carefully written and usually require several drafts before they are ready to submit. Understanding the submission and publication process, including peer review, can help new authors get their work published.

Academic writing : a handbook for international students

Book review of a resource to improve the academic writing of international students who have English as a second language.

Writing as capitulation : the shelter of being-responsible

This paper explores the notion of writing and its relationship to an always-existing responsibility. It asks the question of whether writing might necessarily be a kind of biographical undertaking, and then drawing on Heidegger, it inquires into how writing might provoke an ontological encounter for the writer. Via a close investigation of the definitions and etymologies of the word ‘capitulate’, the paper links the concepts of Derridean violence, Hellerian freedom and (post)modernity, non-infinite temporality and assumptions of a metaphysics of presence to a practice of reading/writing. By taking up the Heideggerian concept of Being’s as ex-istence and porosity, it attempts to argue that post-modernity, in coming to terms with the consequences of freedom, offers the subject the opportunity for an ontological encounter with responsibility, and subsequently how an acknowledgement of this thrownness might function in itself as a kind of shelter, albeit an open one.

Challenges in collaborative writing : addressing authorship attribution

Purpose – Increasing pressure to enhance research coupled with a desire for a broadening of
academic input, are prompting greater levels of collaboration. Research collaboration can generate
notable benefits but can also pose a variety of challenges. The purpose of this paper is to explore the
reasons, facilitators, benefits and challenges of academic collaboration. It also provides suggestions to
manage identifiable risks and enhance team dynamics.
Design/methodology/approach – This is a conceptual paper exploring prior literature in relation
to the contentious points of research collaboration, particularly in regard to authorship attribution.
Findings – The authors present two checklists that researchers can utilise to ensure the successful
completion of collaborative projects. The checklists incorporate the main factors required for effective
collaborative work and research, and form a foundation for discussion among team members.
Originality/value – The paper draws upon experiences, observations, academic literature and
protocols, and provides strategies and recommendations to enhance collaboration and authorship
attribution. The two checklists presented in the paper are value-adding for team members.