Aaargh! I hate being “Reviewer 2” but once, just once would I like to peer review a well-written, well-structured article that isn’t clearly just a chapter of someone’s PhD with no further consideration given to how to turn it into its own, fully-fledged and coherent narrative.
Even if I agree with all your good intentions and nearly all of your arguments, if you don’t spend some time kicking this thing into shape before submission, there is very little a reviewer can do to get you published. Here’s a few tips:
1. Start by challenging yourself to cut the thing down by a third. Yes, always. You may not manage all of it, but it will force you to sharpen your argument and eliminate a lot of extraneous detail.
2. Speaking of argument, ask yourself, “What is your research question?” What is it that your are trying to prove? Not through your PhD thesis, not through your life’s work, but through THIS article. State that question clearly at the beginning and answer it at the end.
3. Use the middle bit solely - and I mean SOLELY - to talk about things that get you from your question to your answer. This is different from your PhD thesis, where you are supposed to show that you are aware of adjacent discourses.
This article should only be about the thing it is about. I know this is hard after all the time you spend crafting that elegant turn of phrase, but KILL YOUR EFFING BABIES!
4. We all know not to call something “new” just because it is “new to us”. Equally, something is not new, just because it has not been written about in the English language. This applies in particular wrt to data protection, where a lot of fundamental scholarship is in German.
5. Connected to that, please don’t rely on other people’s interpretation of primary sources published in a language that you (or indeed they, it seems) don’t speak. Go back to the original source, translate, make up your own mind.
6. Comparative study is not just about legal language but about legal culture. Translation apps are your friend, but when in doubt, find a native speaker to help translate not just the letter but the spirit of the law and its context.
7. Spend some time on readability. If you use abstract terms, define what they mean to you in the context of this article. If you make abstract arguments, illustrate them with examples and use cases. Reading academic work should not be the equivalent of a Tough Mudder Challenge.
8. Structure. It’s about the order of things. Literally, what you talk about first, second and third. If your article is littered with “see belows”, you have a problem.
Structure dictates narrative, which dictates understanding, which dictates how many people you will eventually convince of your view. It’s important.
9. Resist the temptation of boosting your own (self-)image by using a lot of big words. Law is all about translating complex abstract concepts into a language that non-lawyers can understand.
Yes, some discourse needs to happen at a more expert level and requires the use of specific terminology. But when in doubt, be inclusive rather than exclusive in the language you use. That doesn’t mean you have to dumb it down. But it means having your audience’s needs in mind.
Let me finish by saying that I have made all of these mistakes myself. We all have. I still frequently make many of them. Particularly the overwriting and lack of focus. It’s easy to get lost in and be in love with your own argument. Because it’s all so interesting.
But ultimately the goal is to get the thing published. And the chances of that will increase dramatically, the more you write for others rather than yourself. /fin

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More from @Cybermatron

15 Dec
Normal people I know of have just arranged a three-household birthday party next Sat because it’s a week before Christmas and “what does it matter, if we’d be allowed to do it then anyway?”. The government’s wooly messaging on this issue is causing harm going far beyond Christmas
Am I furious with those people? Yes I am. Every single one of them. And not just because I have just decided not to go home even though my mum is really unwell because I don’t want to put her at further risk, and a vaccine is coming and I’m not going to fall at the last hurdle.
I am furious because I don’t want any of them to get Covid either just for being idiots.
Read 6 tweets
29 Sep
Dear @Jeremy_Hunt , who just said on @Channel4News that “nobody could have predicted the current situation at Universities”, I will happily grant you access to my inbox so you can read the many email exchanges where my academic colleagues and I, you guessed it, predicted this.
Sadly we were ignored. We were ignored because your government does not view higher education as a public good, refused to provide financial support to Universities and thus forced them to lie to students that we could provide a “normal” student experience...
... to get them to enrol in programmes and sign accommodation contracts to prevent them from going under.
Read 7 tweets
26 Sep
What a pile of crock! A thread.
theguardian.com/education/2020…
“It is crucial that gender stereotyping is addressed in schools and discussed in age-appropriate ways with children and young people: it is also crucial that young people questioning their gender identities are supported and listened to without judgment...
... Suggesting to children that it is possible to be born in the wrong body is misleading, regressive and potentially very harmful, and it is good that the DfE has clarified that this should not be done.”
Read 15 tweets
12 Sep
In DP terms, I think loss of control is most closely linked to violations of the purpose limitation principle.
Like @mireillemoret said, this is then also connected to a lack of transparency and, I would argue, fairness (in the Art. 5 sense). But as far as algorithmic decision-making is concerned, purpose limitation is clearly where its at.
Having said that, I’m starting to get very suspicious of the concept of *control* (nevermind *property*) as our loadstar, given its current link solely to the individual data subject, who is mostly not equipped to exercise that control responsibly.
Read 12 tweets
11 Sep
Ok. I’ve done it. For the first time in my life I joined a trade union today.

What finally pushed me over the edge? My employer asking us to ensure that any video footage we record is sub-titled to comply with new disability legislation.
To be clear, I am not disputing that the University should do this. If we are using video recordings, sub-titling is imperative to ensure equality of opportunity not just for students with hearing issues but also for those whose first language is not English.
Listening to a recording is not the same as being in a room with your tutor. There will inevitably be comprehension issues. Sub-titling helps with those.
Read 19 tweets
26 Aug
So this article is interesting from an “f2f teaching” perspective mostly because it acknowledges that some of the variables remain undefined and require further research.
Those variables include what counts as “prolonged exposure” that increases risk, and where the low/high occupancy threshhold is, particularly indoors. Those seem to me the two most important ones, although level of ventilation and airflows come a close second.
I teach solely at PG level. This means that my class size is normally capped at 25 students. My Uni has recently informed us that on the basis of applying 2m social distance, there is exactly ONE teaching room in our entire building that is big enough to accommodate this.
Read 25 tweets

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