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Publier son mémoire, c’est possible!

Camille Robert // Academia

L’automne dernier, j’ai fait la connaissance de Camille Robert, historienne et étudiante en pédagogie de l’enseignement supérieur à l’UQAM. Quand j’ai appris qu’elle faisait des démarches pour publier son mémoire – «Toutes les femmes sont d’abord ménagères » : Discours et mobilisations des féministes québécoises autour du travail ménager (1968-1985) – j’ai été vraiment impressionnée! Comment publie-t-on le fruit de ses recherches?

Quel est le sujet de ton mémoire?

Mon mémoire porte sur les discours et les mobilisations des féministes québécoises autour du travail ménager. Par travail ménager, on entend généralement toutes les tâches d’entretien du logis et de soin des personnes formant l’unité familiale.

Dans mes recherches, j’ai voulu expliquer comment les féministes se sont appuyées sur le travail invisible exécuté par les femmes pour formuler de nouvelles revendications. Au début du XXe siècle, le travail des mères et épouses au sein du foyer a servi de levier pour obtenir certains droits, par exemple le droit de vote. Mais c’est surtout à partir des années 1970 que l’enjeu du travail ménager devient central dans le mouvement féministe. Plusieurs féministes y voient la source de l’infériorité des femmes dans plusieurs sphères de la société… Par exemple, le fait que les professions traditionnellement féminines (enseignante, éducatrice, secrétaire, infirmière, etc.), qui sont en quelque sorte des prolongements du travail ménager, soient sous-rémunérées et dévalorisées. Dans mon mémoire, j’examine également les différentes avenues de reconnaissance du travail ménager proposées par les féministes : salaire au travail ménager, socialisation du travail ménager et réformes gouvernementales.

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Fit As A Bird?

 

By N. H. Zelt

By N. H. Zelt

 

I never thought I’d wish that I were a bird, but by the end of this post you might also.

I exercise quite frequently, and though I’ve never been a big fitness buff (pun intended) I still make time to keep fit and healthy. Interestingly, not all species have to do that. Imagine not ever having to lift a finger, yet staying as lean as an Olympic athlete. (more…)

Solidification of a story

Gradlife Instagram photo by @steezsister

McGill Gradlife Instagram photo by @steezsister

 

Literally, the word “solidification” means making or becoming hard or solid, making stronger. I like to think of this word as a phase change, like from water to ice, or from magma to crystals or marble. The story that I have told so far in “The beginning of a story” and “Successes: the story continues…” has a liquid status that this text aims to solidify. A character without name will get one, a spatial location will be drawn around his body, a past will carve out his shape throughout the page. (more…)

Being digital humanists….

McGill GradLife instagram photo by @lyly.man

McGill GradLife instagram photo by @lyly.man

Before coming to McGill, I did not know what the expression Digital Humanities means. Now, one year and a half after, I’m focusing my research on this field. I presented it at the last Digital Humanities Showcase that this year took place at McGill on January 26th. It was not only an occasion to share my work with other scholars, but also an example of how this field has become paramount for the curriculum of any graduate student.

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I have two versions of my Master’s thesis

Instagram @gradlifemcgill // photo by @na0mirlima

Instagram @gradlifemcgill // photo by @na0mirlima

Once upon a time, I was doing my Master’s degree about a Latin text found in a big volume written by a Jesuit in 1710. I did a translation from Latin to French and wrote about the author and how his text was presenting the Native Americans. After two years of work, I finally submitted my thesis and started to work in communication, waiting for the result.

One day, I received an email from one of the members of the committee. I was wrong. The text’s author was not an 18th-century Jesuit, it was a 17th-century unknown layman. Please make again half of your thesis.

What?!

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The next step may be abroad

The picture of Dante holding the Commedia in his left hand is a reproduction of Domenico di Michelino's painting, Florence, 1465.

The picture of Dante holding the Commedia in his left hand is a reproduction of Domenico di Michelino’s painting, Florence, 1465.

 

What the…What is Dante Alighieri doing on GradLife’s Blog???

Dear Graduate Students, maybe this is going to be your last year at McGill, maybe not. Maybe you are graduating and thinking about what you can do after having gone through the Hell of your thesis and finally got outside of it, on the peaceful and lightened sand of Dante’s Purgatory. If that is the case, then you may find this post interesting. Before writing it, I was thinking about what to publish, then I told myself: “Hey, you are an international student and you took one of the most important decision of your life, let’s talk about how you choose where to go and what to do!”. Here it is then, a few words about people and things that may help you in choosing which path you want to take to climb the mountain of the Purgatory. (more…)

Successes: the story continues…

Instagram @gradlifemcgill Photo by @yogipetals

Instagram @gradlifemcgill Photo by @yogipetals

At the end of The beginning of a story, the story was left open on purpose. Hope, possibility, opportunity, chaos, chance were the words that concluded that post, but now it’s time to add chaos to the unfolded life of that character.

The phone was ringing loudly. The noise annoyed him. He answered to just stop it and did not even speak. On the other side of that coded and decoded connection through which a human voice was reaching him, a man was producing sounds with his mouth. The sequence took form and meaning, became denial of purposes and ideas, refusal of something that the guy had sent to the journal whose the man was an editor. You don’t know anything about what you are writing, do you? You should read this and this and this and I will write everything down but your article was so…empty that I preferred to call you to vomit all my disappointment on you. Sounds, meaning and delusion. 

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I like to do surveys (like this one)

Lucky me, all the people I study for my PhD are dead a couple of centuries ago. I don’t have to ask them any questions, even if that would be a great help sometimes. Well, all the time, but I can’t. I have to find the answers I need in ancient documents. But some grad students really need to interact with other living humans and ask them questions.

When I studied and worked in communications, I came to understand the value of some surveys. From that time, I almost always answer when someone wants to ask questions for a «good» cause.

The same thing is happening now that I am in grad school. I almost always say «yes!» when somebody needs to do study in order to complete their research. I am even on a waiting list for research about baby’s communication.

If you want to help too, there are quite a lot of surveys you can answer, like this one about Doctoral Students’ Work-Life Balance and Well-Being (psss, you can win 250$ or even 500$!).

How do you find answers to your research’s questions?

Ps:.: I made mistakes? Please, help me improve!

Conferences & Conferences…

 

Photo by a tiny conference organizer (Paolo Saporito)

Photo by a tiny conference organizer (Paolo Saporito)

In any language of this world, Graduate Life’s translation could easily be “Conferences”. Conferences here, conferences there, doesn’t matter who you fero cum or you want to confer (for those of you who understand Latin)…this is a word whose echo stressed, stresses and will stress most of our readers. Then, if you are one of those who have ever wondered “confer…hence?”, you may want to have a look at this post, where I’m going to share with you the amazing experience of being not a speaker, not a presenter, not a panel spectator who struggles to get more free-food than the others, but a conference organizer, the most grey, banal, yet amazing figure in this world of weird translations.

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Read it and Weep

 

H McPherson

H McPherson

The urban dictionary uses the expression “Read it and Weep” in the context of giving someone bad news, especially if that news is in written form. However, I am using the expression in a purely literary sense.  Although I am perhaps more than two years away from even beginning to write my PhD dissertation, I have been reading award winning alternative dissertations.  What I have read are things of beauty. Articulate, exquisitely crafted, rich with colorful imagery, depth and control of relevant theories. Some extend the boundaries of the genre moving between theory, fiction, autobiography, stream of consciousness fragments, poetry, epistolary forms, and bricolage. Some are hybrids that blend autobiography, ethnography, visual, and performative arts. Once upon a time, I did a MSc in plant breeding and genetics.  Quantitative all the way.  Hard science, pure science. Clean, precise. Predictable. Then my head went BAM and that is now all over. The end of my engagement with quantitative methodology. There is something about the depth and richness of context, of the ability to capture what people have to say in their own words, to describe experiences with emotion and depth. Qualitative methods, language – every word carefully chosen.  Every sentence slowly crafted.  A slow crescendo of language and theory building to a denouement, the outcome of a well-crafted story, where secrets are revealed, leaving no loose ends. There is no going back. I have found a new home.

 

Urban Dictionary, November 24: Folx. (n.d.). Retrieved Novmber 27, 2016, from http://www.urbandictionary.com/

Enfer et demande de subvention

Photo par: Fannie

Photo par: Fannie

Étudier aux cycles supérieurs c’est bien.

Être payé pour le faire c’est mieux.

C’est pourquoi j’écume les Internets pour trouver des subventions à la recherche. Mais écrire des demandes de bourses peut toutefois être long, pénible, vraiment stressant et frustrant.

Long, parce qu’il faut trouver lesdites bourses, d’abord. Ensuite, chacune d’elles demande des informations, lettres, projets différents. Il faut réécrire chaque fois son projet en fonction de l’angle souhaité par l’organisme subventionnaire. Parfois, il faut remplir une simple petite lettre, dans d’autres cas c’est plutôt un formulaire de 10 pages.

Pénible, certes, ça l’est. Non seulement postuler pour des bourses demande beaucoup de temps qui serait mieux investi dans la recherche (!), mais s’assurer de collecter tous les documents, en certains cas de la part de chercheurs d’universités à l’étranger, c’est épuisant.

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How to be creative in an academic environment?

This question has been haunting me for the past six months. I may have already told you this, but I am a graduate student in French literature at McGill. I am doing my dissertation in both research (30 pages) and creative writing (70 pages).

For the past six months, I have been struggling with – what I call – an « administrative paper ». A seven-page paper describing and explaining my dissertation to convince my thesis a committee that it is interesting enough for the university and that they should allow me to start the writing process.

Instagram @gradlifemcgill Photo by @na0mirlima

Instagram @gradlifemcgill // Photo by @na0mirlima

I had an interesting conversation with one of my fellow GradLife McGill team members. She was taking a class in which she had to be creative and write about her thoughts on a subject. Since she works in science, she is more used to experiments and results, not necessarily giving her opinion on her work. In my mind, I had the exact opposite dilemma. I was faced with an assignment asking me to prove – based on sources and research – the interest in my field, while I’m used to giving my opinion.

I discussed this with different people in various disciplines and encountered a contemporary artist from London. He told me about his experience at Oxford University, saying: « We were the only ones creating in an environment where everyone else was analyzing. »

Here it is: I need to analyze things as a first necessary step towards creating.

My conclusion is that: in order to be creative in an academic environment, you need to follow the steps. You can’t rush things and create without a well thought out and well proven process. Don’t forget, you are writing a dissertation that might inspire others after you and that needs to add something to your field of study. You are contributing to research! Isn’t that what grad school is all about? Contributing.

What about you? Are you more of a creative or a research type of student? Do you sometime doubt how your work can « fit » within the academia standards?

Our experience of a writing group as a PhD student: Growing in our identity and struggling with isolation

In our PhD Education Colloquium on October 17, Sara Doody, Sarah Marshall, Maggie McDonnell, and Erin Reid presented the following to our class. I was so inspired that I asked if I could incorporate their presentation into the GradLife blog, to bring it to a larger audience. I hope you are as inspired reading this as I was during their presentation.

Sara, Maggie, Erin and Sarah

Sara, Maggie, Erin and Sarah

We’re in our second year together as doctoral students, and we’re spending a lot of time reflecting on our development as doctoral students, researchers, and writers. We have been meeting as a writing group for about a year now, and plan to continue together at least as long as the PhD journey keeps us writing, if not beyond. We’ve all contributed to this text, so it is heteroglossic, although it’s worth noting that we have all nodded vigorously along as we each discussed our personal experience, as we planned the text.
Social Isolation (Sarah M) – next year we will have finished all our course work, so we will have no reason to actually see and be with anyone else in our DISE cohort. Here’s a nice quote from The Guardian Higher Education blog:
All PhDs are solitary affairs. When you carry out doctoral research you are, by definition, the only person working on the precise topic of your thesis. There will be others whose research is closely related to yours, but nobody else is doing quite what you are doing. In this sense, all PhDs are solitary affairs. (July 2014)
All of us are writing in isolation it would seem, but to use a metaphor, I see it as we’re like bees in a beehive. Each worker bee has their own hexagonal cell to look after, but in a beehive each bee, while working on their own cell, is also a part of the whole hive, as it is with us PhD students: we are a part of a bigger group. By participating in the writing group we are able to break the illusion of being alone – we are not alone. Not only are we writing with others in academe, but with our classmates we are at approximately the same phase of the process. Sure some are a bit ahead (preparing CPs) and others are not there yet (working towards preparing CPP), but we are all PhD3 in DISE.
One could argue that the construction of the author as an isolated producer of texts is only sensible if one takes a very limited, object centred, view of writing practice. The understanding of writing as process, as communication, and as therapy, cannot be supported by the concept of the isolated writer (Pheby 2010).
Society uses a convention that often shows writers, alone in their office or den, slaving away over an unfinished manuscript until – ta-da – it is finished; completely perfect and whole like the Virgin Birth. In my experience it couldn’t be further from the truth – writing is as collaborative as it is generative.
Renegotiating Identity (Erin) – Being a writing group member has allowed me to renegotiate my relationship to not only to writing, but also to my identity as a writer. Throughout my education, I was encouraged, largely implicitly, to view writing as a solitary activity…something that was best done in isolation, with the focus entirely on the finished product. Although writing was something to which I always felt drawn, it was often a site of intense personal stress for me. I struggled to see myself as a legitimate writer/scholar…I was constantly wracked with what I eventually named my CSD (crippling self-doubt). This struggle intensified dramatically when I found myself in graduate school as an MA student in Religious Studies where the long-standing meme of the solitary, struggling, silent and hopefully brilliant writer was in full force. Though the graduate students may have enjoyed some camaraderie in sharing an office and at times writing in the same space, work was never shared, only our anxiety. There seemed to me to be a direct correlation between the most stressed out student and the most brilliant – writing the bulk of my MA in 3 horrible weeks was a badge of honour for me as it was proof that the frustrated, procrastinating, blocked-yet-brilliant artist model was alive and well. But that process was so painful that it literally led to me being unable to move my head due to compressed vertebrae in my cervical spine. It took me at least a year to heal from writing my MA.
It shouldn’t be too difficult to understand why developing a new, healthier relationship to writing was one of the main reasons I decided to return to academia. I needed to find a better way to write, and a way to allow myself to identify as a writer; in short, I needed desperately to develop “new habits of the mind” (Spigelman, 1999). Writing groups have been transformational for me as the process of working with, responding to, and eventually collaborating with my peers has allowed me to identify myself increasingly as a practitioner, rather than simply a learner. As we began to share our work, we developed our skills in critical reading, editing, and giving feedback, which in turn have led to a growing sense of confidence in academic selves, something that Kamler and Thomson (2007) have referred to as ‘discursive social practice.’ Finally, writing groups allow us to identify ourselves as a member of a writing group facilitates our identifying ourselves of a larger peer community (Maher, 2008).
Assumptions – What’s Out There? (Sara D) I have always found writing groups incredibly rewarding. I’ve spent a lot of time in them, and have experienced the “Shut Up and Write”, the peer review, and the roundtable (where you read a paper at home and come prepared to give feedback). You could say that I am a serial “Writing Groopie”.
There is a common assumption of writers as isolated. Writing is often pushed into the margins and talked about as something you do “after” all of the hard work has been done. It is something you share only after it has been “perfected”, so it can be scary just talking about writing. The dominant assumption of writing seems to be that we have to work alone to craft the perfect text before we even think about sharing with others.
Writing groups are really useful vehicles for subverting these popular assumptions about writing. Scholars exploring doctoral writing groups assume that writing is a social practice. Whenever we write, we write to someone, and writing groups make this sociality visible. This is especially true of writing in academe, where we are trying to figure out how to write to a larger community of scholars and peers. As Anthony Paré (2014) writes, writing groups provide a space for us to learn how to participate in these conversations. Writing groups provide us with opportunities to explore how to give feedback and experiment with thinking and arguing like a scholar. He also believes “opening one’s mouth to speak in the doctorate…[is] fraught with danger” (p. 25). What we write and how we write it affects the ways in which we are viewed by our communities. While we learn how to speak from supervisors, writing groups provide a safer environment to test out ideas, ways of talking, and ways of writing (Guerin, 2014; Paré, 2014; Starke-Meyerring, 2014).
Reflexive Strategies (Maggie) We want to wrap things up with some ideas for how to get the most out of a writing group, based partly on what we’ve experienced, and partly on the ideas of those who have come before us.
Our group meets once a week – many groups meet less frequently, but we’re using the weekly appointment as a way of keeping ourselves connected to the habit of public writing. Typically, we use the Pomodoro method, so in our two-hour session, we write in 25-minute sessions, taking a short break to chat, or share bits of our writing. More recently, especially as we worked on grant applications and candidacy papers, we decided to dedicate one session each month to a share-and-respond session, wherein we exchange computers and comment in writing on each other’s work. We discuss our comments before we end the session, but we each leave with at least two other people’s feedback recorded in our text, for reflection and reference.
Of course, there are many different writing group formats, and as you might expect, there are a ton of resources for writing groups online, which if nothing else speaks to their effectiveness. Most academic writing groups recommend a few basic tips, which we’ve included below, along with some links to other writing group resources.
One of the tips is to find a common goal. Although we’re all researching different things – Sarah M. is looking at teacher education in physical therapy, Sara D. is writing about doctoral writing, Erin is exploring how religious education can be beneficial in adult language learning, and Maggie is looking at development of teacher identity in higher education – we’ve been writing together for almost a year now. About a month ago, Sara D. had a brilliant idea – we should present on writing groups as part of the colloquium! And then she added the most enticing part: if that works out, we should write a paper.
So now, as well as meeting regularly to work on our own writing, we’re starting to gather our collective thoughts and experiences, in order to write about our group and its impact on our personal doctoral journeys. When Sara began looking into writing groups, she found a great deal written from the perspective of those who encourage us to form groups, but only one written from the perspective of an actual group member (Maher, Seaton, McMullen, Fitzgerald, Otsuji, & Lee, 2008). So we thought that we should write and share, so others can benefit from this strategy. Since we still have some time before we get to the end of this particular journey, we’re not rushing to write this paper, but we’re gathering thoughts and reflections in preparation.
One of the methodologies we’ve begun using, then, is a form of reflexive memo. At the beginning of each session, we take five minutes to write about what we’re hoping to work on, our personal goals, and our feeling about the session. Then at the end of the session, we take another five to ten minutes to reflect back on the session. Over time, we will collect these, and collectively reflect on the reflections, so we can see how the group is working for us collectively and individually.
You can also use memoing with a writing group as another way of recording reactions to and reflection on each other’s work (Qualley & Chiseri-Strater, 1994), not to mention record and reflect on your own progress. Whether you use memos specifically or not, finding a way to engage in collective reflexivity can help improve your writing and your morale (Barry et al, 1999).

References and Resources:

Barry, C. A., Britten, N., Barber, N., Bradley, C., & Stevenson, F. (1999). Using Reflexivity to Optimize Teamwork in Qualitative Research. Qualitative Health Research, 9(1), 26-44.
Golde, C. M. (n.d.). Tips for Successful Writing Groups. Retrieved October 11, 2016, from http://chris.golde.org/filecabinet/writegroups.html
Guerin, C. (2014). The gift of writing groups: Critique, community and confidence. In C. Aitchison, & C. Guerin (Eds.), Writing groups for doctoral education and beyond (pp. 128-141). New York, NY: Routledge.
Haas, S. (2014). Pick-n-mix. A typology of writers’ groups in use. In C. Aitchison, & C. Guerin (Eds.), Writing groups for doctoral education and beyond (pp. 30-47). New York, NY: Routledge.
Kamler, B., and P. Thomson. 2007. The failure of dissertation advice books: Towards alternative pedagogies for doctoral writing, Paper presented at annual meeting of AERA, Chicago, April.
Lee, S., & Golde, C. M. (n.d.). Starting an Effective Writing Group. Retrieved October 11, 2016, from https://unmgrc.unm.edu/writing-groups/documents/starting-an-effective-group.pdf
Maher, D., Seaton, L., McMullen, C., Fitzgerald, T., Otsuji, E., & Lee, A. (2008). ‘Becoming and being writers’: The experiences of doctoral students in writing groups. Studies in Continuing Education, 30(3), 263-275.
Paré, A. (2014). Writing together for many reasons: Theoretical and historical perspectives. In C. Aitchison, & C. Guerin (Eds.), Writing groups for doctoral education and beyond (pp. 18-29). New York, NY: Routledge.
Pheby, A. (2010). The myth of isolation: Its effect on literary culture and creative writing as a discipline. Creative Writing: Teaching Theory & Practice, 2(1), 51-58.
Qualley, D. J., & Chiseri-Strater, E. (1994, Winter). Collaboration as Reflexive Dialogue: A Knowing “Deeper Than Reason” Journal of Advanced Composition, 14(1), 111-130.
Spigelman, C. 1999. Habits of mind: Historical configurations of textual ownership in peer writing groups. College Composition and Communication 49, no. 2: 23455
Starke-Meyerring, D. (2014). Writing groups as critical spaces for engaging normalized institutional cultures of writing in doctoral education. In C. Aitchison, & C. Guerin (Eds.), Writing groups for doctoral education and beyond (pp. 65-81). New York, NY: Routledge.
Studying for a humanities PhD can make you feel cut off from humanity. (2014). Retrieved October 19, 2016, from https://www.theguardian.com/higher-education-network/blog/2014/jul/08/humanities-phd-students-isolation

Thinking days ≠ procrastination

What I call “thinking days” are the days you take for yourself. It can be to sleep in, to organize non-school related appointments, to meet a friend for lunch, or even to watch Netflix. Whatever you need to do! Whatever you want to do!

In the meantime, while you feel like you’re procrastinating on your thesis work, you allow your brain to breathe in order to think better.

It took me a while to realize and accept the fact that: in order to be productive on my “writing days” I needed “thinking days”. My first reflex was to feel guilty about not reading or not writing for an entire day when I had a day off work. I forced myself to study on any available day but the result was just a disaster. Any fly or dirty dish within a mile seemed way more appealing than the blank page staring at me.

Instragram @gradlifemcgill photo by @na0mirlima

After that was my “couch potato phase”. I picked one day, let’s say Wednesday, and I turned all my Wednesdays into home-bound days. I stayed in my pyjamas, didn’t see anyone and consumed way too much junk food and Netflix. Not my finest moments. I was basically forcing myself to procrastinate, as if this would help me to be more productive later on.

Finally, I realized that consciously taking some time for myself was the healthier option. No matter what you feel like doing, it’s a day just for that: do exactly what you want to do. In the meantime, your brain is still being stimulated. You might even surprise yourself by finding something interesting related to your research along the way.

The next day, when I got back to my desk, I was full of ideas and excitement. I also felt that the ground breaking thought I had two days before got processed without much effort, just by staying there, on the side of my brain during my “thinking day”. What a relief! What a great sensation to have!

Have you ever gone through similar phases as I did? What is your secret weapon to fight procrastination?

Metaphors of Grad School

DSC02476

Have you ever been asked to bring an object that represents a metaphor of your current researcher identity to class? The second year PhD students in the Department of Integrated Studies in Education (DISE) were asked to do so. What transpired what a rich and interesting discussion of what grad school is, and how we positioned ourselves as researchers. Our objects included:
• Three watches or “timekeepers” preoccupations of time management and planning
• Edgar Degas’s painting of The Ballet Master the master shares the fundamentals of his craft
• A house plant Growing in unexpected ways, flourishing with a bit of light and care.
• An unfinished hand knit scarf the researcher identity, not fully developed, and multifaceted
• A fuzzy pencil case practical, familiar, along for the journey
• A hat A researcher is part explorer, part reporter. Hats giver the wearer other identities.
• A Loopy Tangle A fidget stopper, helping a distracted researcher focus
• A shovel Allowing for deep, below the surface digging and research
• Two notebooks As social science researchers, there is writing, writing, writing

A wonderful activity, promoting reflection and introspection. What object represents a metaphor of your researcher identity?

My experience at Thèsez-vous

Have you heard about this amazing concept that is Thèsez-vous? It is a retreat for grad students in a beautiful and quiet spot where all you have to worry about for three days is writing. For non-French speaking readers, “Thèsez-vous” is a word play between thèse (a thesis) and taisez-vous which means “Be quiet”.

Introduction

The idea came from graduate students who thought about what could help them and other students in the same situation finish their thesis. It all started in June, 2015 and it has been growing ever since. I heard about it from my colleague who is not only working full time but also struggling to finish her memoir. She thought Thèsez-vous would be a nice push to the finish line.

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Publish or Perish

Publishorperish

Eight months ago I submitted my first journal article for publication. I was given lots of invaluable advice from other students and especially from my advisor. Things such as have friends/colleagues give feedback, read articles published by the journal to determine structural and language norms, and of course get an idea of the conversations occurring in the journal articles. I read at least 40 articles previously published in the journal. Then I just wrote it, my first journal article. My advisor gave feedback, and off the article went. This was at the beginning of my PhD studies.

Then, I waited. Forever.

Finally, six weeks ago I received a reply. The reviewers had wonderful comments that were insightful and remarkably helpful. They asked for changes. I mostly felt – wow – I would never have written this today. What a mess! It was not quite (but almost) embarrassing to read what I thought was good, and then finding it was not so good in light of everything I had learned about writing, and about my field of interest (science education). The thing is, there was no commitment to the article. Were they conditionally accepting the article IF I made changes, or …? Or what? Of course I made the required edits, and basically rewrote the entire thing. Groaning about duh, how could I have written this? And then I sent if off again, and the waiting resumed.

WooHoo! It was accepted today, exactly 8 months after I submitted it. So, there it is. Go for it, wait, edit and hope. Personally, what I felt was the best part of this process (aside from having an article accepted, which is quite simply amazing) was what I learned from the peer reviewers. I just learned so much, and I’m using all of of these newly acquired insights in an article that I am currently working on, and hope to submit before the end of the summer.

Calling all Bloggers, Video Bloggers and Instagrammers! Join the new GradLife team.

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Want to share your story? We are looking for grad students and post-doctoral fellows who are energetic, articulate and passionate about their studies and life outside of academia. 

Apply to be a blogger, video blogger and/or, Instagrammer for our new GradLife McGill social media platform.

Deadline: June 15 – Apply here

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Sciencescape: A New Tool For Accelerated Efficient Research

Image from Sciencescape

Image from Sciencescape

When my father was a young professional working for a German company designing solar panels, they used to have team meetings almost every day to discuss the progression of the research. Every day, the secretary would be the first one to arrive to scour new articles published in engineering journals in order to keep the team fully updated. He would then type up his findings and make several copies for the attendees to discuss during the meeting.

Now imagine how easier this job would have been if, say, there was a Twitter-like platform where he could log onto from the comfort of his home; check his feed on current literature; receive notifications as soon as a paper gets published; organize the literature in a virtual library; and be able to digitally share this library with the team instead of printing copies. He would be able to cash in quite a few more hours of sleep! But sleeping aside, imagine if you could have a Twitter-like platform being updated 24/7 and notifying you of all the breakthroughs in literature the second they come out. Imagine having not to miss out on reading a recent paper that might greatly improve your research or that might discuss the same experiments you are working on, giving you hints on what works or not so you can change your course accordingly without losing time. Suddenly, being scooped doesn’t feel like the approach of the apocalypse, but a minor setback in the course of your graduate studies.

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Women in Science: An Interview with Dr Joan Steitz

Photo taken from ASCB (http://ascb.org/our-people-yale-s-joan-steitz-named-to-royal-society/) "HHMI Dr. Joan Steitz is seen posing for a portrait on the campus of Yale University on Friday, November 16, 2012 in New Haven. (Brian Ach/AP Images for HHMI)"

Photo taken from ASCB (http://ascb.org/our-people-yale-s-joan-steitz-named-to-royal-society/) “HHMI Dr. Joan Steitz is seen posing for a portrait on the campus of Yale University on Friday, November 16, 2012 in New Haven. (Brian Ach/AP Images for HHMI)”

This past July, McGill’s Department of Biochemistry hosted one of the most prominent female figures in the biological sciences: Dr Joan Steitz. Having been invited repeatedly over the past 13 years, the seminar finally took place in room 1034 of the McIntyre Building. The seminar saw a very big turn-out, including most of the biochemistry faculty members and graduate students from various departments in the life sciences.

Dr Joan Steitz walked in with an air of confidence and a general disposition of compassion. She was dressed in an elegant suit of sky blue and gray; hair beautifully coiffed up in a timeless updo and a naturally glowing complexion. The screen flashed with the title of her talk: “Non-coding RNAs with a viral twist”. For the next hour, Steitz discussed her current research and findings on how non-coding RNAs in the genome play an important role in viral infections and proliferation, specifically, the gamma-herpesvirus.

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