Coming to writing

Abstract

@font-face { font-family: "Arial"; }@font-face { font-family: "Verdana"; }@font-face { font-family: "Cambria Math"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0cm 0cm 0.0001pt; font-size: 11pt; font-family: Verdana; }h2 { margin: 12pt 0cm 3pt; page-break-after: avoid; font-size: 14pt; font-family: Arial; font-style: italic; }span.Heading2Char { font-family: Arial; font-weight: bold; font-style: italic; }.MsoChpDefault { font-size: 10pt; }div.WordSection1 { page: WordSection1; } Abstract  This paper attempts to engage on a practical and theoretical level with Laurel Richardson’s (1997) notion of ‘writing as a method of inquiry’ and ‘transgressive data’ as defined by Elizabeth St. Pierre. The author has employed an autobiographical/biographical approach to explore the nature of academic writing from both her own perspective and from that of an undergraduate student she worked closely with in her role as study skills coordinator. Through the interweaving of the two narrative voices, and by embracing data that is subjective, personal and emotional, this piece of writing questions the privilege discourse bestows on traditional forms of writing, research and data analysis, and demonstrates the transformative potential of a more ‘heartfelt’ approach to academic research. ÂÂ

Keywords

• Keywords
• narrative data
• transgressive data
• embodied texts
• autoethnography
• academic discourse.