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Essay tips for new students

This time of year, rather than January, always seems like the start of a new year to me.  I suppose I was at University, then working at a University, then studying again, working in library supply where the renewal cycle was at this time of year, then back to working at a University.  I’ve also started at University twice (undergraduate and postgraduate), and my partner, Matthew, undertook a Master’s degree a few years ago.

So, I’m going to talk today about some hints and tips for new students on coping with those first essays.  I’d like to broaden this out, too – so if you have any questions on this topic that I don’t cover here, please either post a comment to this post, or contact me via email or via my contact form, and then I’ll write a follow-up post in a question and answer format.

Starting at University or College can be really daunting. You have to get to grips with a new environment, a new place to live, new people around you … and what’s likely to be a new way of doing academic work, too. I know some A-level courses encourage students to do some research in a bigger library, but I also know from running library tours at my part-time job, that many of you won’t have been in a big academic library before, and might need a few hints and tips. So, here we go!

Use all the resources you’re offered

Your library is the main place for this. At the beginning of term, you’ll have the opportunity to go on a library tour. Take that opportunity to familiarise yourself with the library, and with the staff and where to ask for help. You’ll find where the books are for your course, and how to operate the photocopier, self-issue machines and other bits and bobs of technology. If you miss the tour schedule, many libraries offer downloadable audio tours, or other ways to help you orientate yourself.  Library staff may offer training sessions and hands-on work with databases and other resources you may not have come across before.

Seek out the support and information that’s been put together to help you.  This may come from library or departmental staff.  At my university, study skills modules are available on the student portal part of the website. This is quite common and gives tried and tested advice, in far greater detail than I can go into here, on how to maximise your study skills and learn how to learn, and write those essays.

Don’t fear your essay … or your library

Your university library might look big, and you may not have used a large, academic library before, or even have been inside one – but in reality, most of your books are going to be in just one or two locations in that big building.  You’ll need to get used to the classmarks on the spines of the books – usually made up of letters and numbers, like PR 1234.A6, these are simply a way of making sure books on the same subject are shelved together. Your library should have paper or online guides to where books at a particular range of classmarks are shelved, and once you’ve looked up a book, checked its classmark and found it, you’ll find other books on the same subject shelved alongside it.  Electronic resources are ever so easy: access them online whenever, and from wherever, you want to.

Regarding your essay … the tutors are not out to trick you. They want to see you succeed, not fail. Yes, they want to push you and help you learn, but the essence of University work is finding out, following your interests – it’s far more flexible and enjoyable than all the cramming of facts into your head that you did for your A-levels. If you get stuck, ask for help (see below). If the department offers more resources about writing essays, use them. If your tutor makes lots of comments on your work, don’t be downcast, but use them to learn for next time.

Plan, plan, plan

If you’ve just done your A-levels, you’ll be more used to doing coursework than I was when, fresh from batches of 3 hour exams, but no coursework, I suddenly had to learn how to plan an essay! It’s a cliché, but don’t leave it to the last minute. You will (believe me) remember the hell of pulling a 24 hour session on an essay on Middlemarch, but you won’t remember anything about the book or what you wrote, and you’ll go right off coffee for a bit. When you get each course outline, there’ll be a note of what coursework is due and when. Note all these down once you’ve chosen your courses, and then plan time to spend on each essay.

When you’re researching and writing your essay, write a plan. Just like you did in your exams (right?).  Now it’s all on Word, type in the headings – introduction, conclusion, the bits in between. Do some mind-mapping or write out a plan, however you like to do it. But plan the essay, even make a note of how many words you need for each section, and it’ll be all broken down into bite-sized chunks that are much, much easier to face.

For more information on essay-writing, by the way, you might want to look at this post, which is mainly for those writing dissertations and theses, but has some useful points, too.

Use some different resources

When you were at school, you probably used textbooks, the texts themselves if you were studying humanities subjects, the internet (Wikipedia? Don’t use Wikipedia now, please!).  Now you have a huge wealth of information at your fingertips: books, e-books, journals, e-journals, databases of articles … Make sure you use a range of materials. Your course reading lists will probably guide you here – they should have a mix of materials on them. I didn’t really get to grips with journal articles until my post-graduate course (but then again, in my day they were all indexed in big, fat books; online searching was only just coming in) but wish I’d learned about them earlier.

It shows initiative and differentiates you if you read around your topic and search out some interesting articles, etc. to quote in your essay. Most of the electronic databases and e-journals are really easy to search (the designers put a lot of work into making them user-friendly, and there are often tutorials within the source itself, or written by library staff and available on the library or departmental website).

If you get really stuck with a particular database, and think you’ll need to use it a lot, it’s worth finding out who your Subject Advisor, Library Tutor, Learning Support Staff – whoever it is who’s paid to help students find stuff – and booking a session with them to get some more detailed help.

Record your references

Now’s the time to start recording where you found the information you’re discussing and quoting in your essays.  Academic writing is quite a rigorous discipline, and the academic world frowns on plagiarism, which basically boils down to passing other people’s work off as your own. I’ve written a separate article about this here, so I won’t go in-depth about it again, but basically, make sure you note down where you got that idea or quotation from, and make sure you state that in your essay. You might use footnotes or you might just put a note in the text and put together a bibliography, but you’ll be expected to do this from the start.  Get in the habit, and it won’t be so bad when you come to do your undergraduate dissertation or extended essay, or if you go on to postgraduate study.

You don’t need to do anything fancy – a Word document or an Excel spreadsheet with the author’s name, article or book title, journal title and volume/issue if it’s an article, and date, and there you go.  Start doing it now, and it will become a useful habit that will help later on.

If you need help, ask for it, or accept it

If you’re feeling a bit stuck or panicky when confronted with your first tranche of essays, don’t fret. Help is at hand.

For a start, as I said above, your tutors are not trying to catch you out or trick you.  You should have a personal tutor, and there will be some sort of academic support, too. Go to them – they are there to help you. No one is going to think any worse of you for seeking help. After all, in the world of work later on, the bosses will prefer it if you ask what the big red button does rather than just pressing it! And, you’re paying fees, so the university needs to help you get the best out of your education. So, ask.

If you have a particular issue, whether English isn’t your native language, you are dyslexic or need to use voice-activated software, support should be in place at your University. You might need to contact the Overseas Students office, in the first example, or Disability Services / Accessibility in the second, but there will be something in place – as far as Accessibility is concerned, there are laws to make sure that’s the case.

If you feel happier getting some private support, using an academic coach or proofreader, be very careful indeed. There are a lot of companies out there who prey on students who need their services. Obviously I’m decent and ethical, and if you feel you need some support with your essay writing, do get in touch – I can always recommend another person or company with whom I have personal experience and contact. But beware companies who charge a high fee and then just run your essay through a spell-checker (it happens). You shouldn’t pay more than about £8.00 per 1000 words for proofreading, and try to find a company or coaching service that will tell you the person’s name who you’re dealing with, and has references on their website.

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OK, so these are a few general hints and tips. As I said, I’m more than happy to answer questions – ask me via email or via my contact form or just pop a comment on this post, and I’ll post up the answers in a week or so.  Good luck, enjoy your course and your University life, and if you like this article, please share it using the buttons below!

 

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Conserve or preserve

Conserve and preserve, our pair for today, are an interesting twosome. And yes, I’m working my way through the massive list presented to me by that other interesting twosome, Gill and John. Thanks for all the inspiration!  Anyway, you’d think that these would have specific meanings when applied to, for example, rare documents, precious items that need protecting, or ancient monuments. But in fact their specific meanings in these contexts are already encapsulated neatly into their basic, general definitions.

To conserve something is to protect it from harm or destruction or prevent it being wastefully overused.  So we conserve water when we put a brick in our toilet cistern, and when we conserve a book or a building, we take steps to protect it – usually reversible steps nowadays, where someone coming along later can see what’s been done and reverse the process if they need to.  This is the concept behind those glass link sections you see when an old house has a new extension added to it, or when pages of a rare manuscript are patched with a carefully inert material.

However to preserve something is to maintain in its original or existing state.  No additions, however reversible. No patching. A crumbling book might be digitally photographed then kept in the dark in an acid-free box or maintained on view but in a case containing an inert gas. A house must stay the same, without patching or repairs (although sometimes like-for-like repairing is permitted, using the same materials and techniques as were originally used).  Of course, it’s often difficult to know what something’s original stage actually was, whether it’s a palimpsest or a house that’s been updated over the ages – which is why “existing state” is included in the definition.

You can find more troublesome pairs here.

 
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Posted by on September 26, 2011 in Errors, Language use, Troublesome pairs, Writing

 

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Ensure, insure or assure?

It’s Troublesome Pairs time again, and this is a trio, of course. But they’re linked together and I have seen all three of them inextricably mixed up and confused. So, here goes …

To insure is to arrange for compensation in the event of damage to or loss of something.  So our classic car or house insurance offers compensation if something happens to that car or house – within certain parameters and constraints of the contract.  Interestingly (special bonus definition, here!) assurance is insurance under whose terms a payment is guaranteed.  So a bit more assured than plain insurance.

To ensure is to make certain that something will  happen.  So you don’t insure that you’ll bring the steam-cleaner to someone’s house at a certain time, you ensure you’ll do it.

And to assure is to tell someone something positively, and to make certain it will happen. To me, assuring has the connotation of expressing that you will make sure something happens, where ensuring just means you do it. I suppose this means that if you reassure someone, you have to have talked about the thing you’re reassuring them about already!

“I can assure you that I will ensure delivery of the steam-cleaner to your house on Tuesday. If you break it, don’t worry – it’s insured.”

You can find more troublesome pairs here.

 
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Posted by on September 23, 2011 in Errors, Language use, Troublesome pairs, Writing

 

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Older or elder

Welcome to a new troublesome pair. I wonder when I’ll run out of these! I’ve had a load of suggestions to work through recently, but if you have a favourite you’d like me to write about, and it’s not already in the index, do let me know!

Older and elder are a pair of words that are quite similar, but, like other pairs, I have a preference for using particular ones in particular contexts, and I’ll share those!

Older means, oddly enough, of a greater age than something else.  “John, at 34, is older than Matthew, who’s 32”.

Elder is slightly different – it means of a greater age than a set of people it’s being contrasted with. So “John is the elder sibling”. I prefer this usage, although of course you could use “older”.

As has been pointed out, I need to mention that elder/eldest refers to “of two” and “of more than two” respectively; the same with older/oldest.  “John is the oldest sibling, but the older of my 2 boys”.

So, no huge distinction, but one can be found and enjoyed!

You can find more troublesome pairs here.

 
5 Comments

Posted by on September 19, 2011 in Errors, Language use, Troublesome pairs, Writing

 

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Prescribe or proscribe?

Another interesting one, with one common usage and one not-so-common, but still the ability to be confused. And they actually have fairly opposite meanings, so you don’t want to be going around confusing them!

To prescribe is, of course, firstly to issue a medical prescription – “the doctor prescribed me a new sleeping pill to reduce my nightmares about grammar mistakes”, but the definition that causes confusion is the one that means “recommend with authority”.  I think it’s a bit stronger than that, actually.  For example, in my English Language studies, we often talked about reference books being descriptive (describing what language was doing, including changes, including those that people might not like – new uses or coinings, the dreaded text-speak, etc.*) or prescriptive (describing what language SHOULD be doing and laying down the law about it (like I do in these posts … but more so). So that implies a slightly stronger meaning than simply recommending with authority.

Having gone on about prescribing, the other one is fairly simple. To proscribe is to condemn or forbid. So your Mum might proscribe the wearing of mini-skirts, or a company might proscribe inter-colleague relationships.

One letter, opposite meanings!

* of course, the dreaded text-speak didn’t actually exist yet back in the Dark Ages when I was a student. But you get the idea. It was probably L33T Speak** that people were getting upset about)

** ask a techie who’s around 40.

You can find more troublesome pairs here.

 
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Posted by on September 16, 2011 in Errors, Language use, Troublesome pairs, Writing

 

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Academic and creative writing

It’s time for another guest post, and I was pleased to receive this one from Laura Stevens.  I met Laura years ago, via BookCrossing, watched with interest as she took an Archive Studies postgraduate course and enjoyed proofreading the resulting dissertation.  Laura’s also very much into her creative writing, and so she’s well-placed to offer this interesting discussion about the similarities between academic and creative writing. Oh, and I didn’t ask her to put the bit in about spelling and grammar – honest!

I was very pleased to be invited by Liz to write a guest post for her blog. At first, I was not sure what insights I could offer. Currently I am a recovering academic, after handing in my Master’s dissertation last September. In recent years I have returned to a childhood love of creative writing. This lead to becoming a moderator at a writing website called Write in for Writing’s Sake. As I began to think about what I could write about for my blog post, it struck me that academic writing shares a lot of characteristics with its creative cousin.

Let’s take a look at academic writing first. When I was planning this blog post, I jotted down what came to my mind when I thought of  ‘academic writing’:

•    Requires the use of disciple based vocabulary or, to use the vernacular, jargon.
•    Formal style is preferred: using an informal style can be a risk.
•    A set structure is required. For example, you would not put an abstract at the end of a journal article.
•    Lots and lots of research is required before you put pen to paper (or fingers to keyboard).

Looking over this list, I began to realise that a lot of these ideas could be applied to creative writing. Requires the use of jargon or specific vocabulary – check. Choosing the correct style – check. Following a set structure – check. Carrying out research to help your writing – check.

Making this list made me realise that the worlds of academic and creative writing are not so far apart. I began to recognise that I had been applying similar principles in both areas of writing.

1)    Engage your audience: choose the first sentence wisely

The first sentence will either draw your reader in or send them wandering off to seek other material. Academic writing does have a certain advantage in this area. Individuals are going to seek out your writing, especially if you’re looking at a specific topic. Creative writing has to work a little bit harder to draw people in. The first line has to plant a question in the reader’s mind. Let’s use an example from a personal favourite of mine, We Need To Talk About Kevin (Shriver, 2003). The book opens with “I’m unsure why one trifling incident this afternoon has moved me to write to you”. Already questions are being raised. Why is the writer so formal? What happened that made the writer sit down and write a letter, in this age of email and social networking tools? Who are they writing to?

To compare, I have chosen a first sentence from an academic article from Archival Science (Wallace, 1994): “Archivists normatively position themselves as impartial and honest brokering custodians of the past, immune from the pressures and persuasions that conflict the rest of contemporary society”. Impartiality is a consistent hot topic within this professional field which guarantees the author an audience for his article. Questions are raised by his use of ‘normatively’. Is he suggesting that archivists can no longer consider themselves impartial? What about being honest? What does this article have to offer the professional archivist?

By asking questions of your audience, you engage them through the written word. Once you have planted little questions in the reader’s mind, you have them hooked. This brings me onto the next similarity.

2)    Bring a topic or subject you are interested in to life

Any writing project I embark upon always begins with the phrase “I’d like to find out more about that”. If you are bored, then it will show in your writing. The one piece of advice I always give when discussing a writing project is “Choose a topic you will enjoy working on”. Researching and writing a dissertation can take up at least four months of your life. I have been told by professional writers that it takes a minimum of six months to research, write and edit a novel (NaNoWriMo doesn’t count!). It would be awful to spend all that time on a topic you had little interest in.

It’s fine to change your mind halfway through the research process. That’s one of the beauties of academic and creative writing. Sometimes a great idea comes from an article just published in a journal or a tiny marginal note scribbled on an archival document. However it is not a great idea to change your mind during the writing process. Creative writers can have the advantage here. If they change their mind, and don’t have a looming deadline, they can down tools and head off in another direction. I once heard a bestselling author at a lecture say that they have pressed Delete on 50, 000 words of a novel. Gasps of horror echoed around the room as she announced this. The author looked puzzled and said, “There’s no point continuing if I think my writing is rubbish. If I know it’s rubbish, then my reader will know that too”.

So, you’ve chosen your topic, got some of the research done, made sure you’re enjoying the topic and you’re at the stage of writing. The next point is extremely important.

3)    Good use of spelling and grammar

Words are the tools of your trade. Your reader is unlikely to meet you in person; your writing has to do the job of introducing you and your work. Careless spelling and grammar are like turning up to a job interview in dirty jeans and a ripped t-shirt.

I hold my hand up here: I am not the world’s greatest speller or grammar geek. So I have other tools to help me in this area. Liz’s blog posts are a great grammar bulletin and I do refer back to her posts if I’m unsure about the correct use of a word. Dictionary.com has also helped me out of a sticky word conundrum. At university, I lived off style guides produced by academic institutions. Most of them are written in a no-nonsense manner and accessible to even the most reluctant writer. Promoting good grammar skills is part of a university’s business card so you can guarantee the quality of the style guides they produce.

Marking schemes for academic work can include points off for bad grammar. The same goes for creative writing. Bad grammar can be a message to the reader that you stopped caring about your work. The dissertation became more about typing than thinking and writing. It was getting close to the closing date of that short story competition. On a personal note, it drives me mad to see long sentences without a comma. Punctuation helps the reader to breathe and digest your viewpoints. Most markers or editors are not going to read your work more than twice to understand your agenda. Inaccurate grammar can be a barrier for your reader. A well proofread manuscript can make all the difference between a first class award or being thrown onto the slush pile.

This has been a bit of a whistle stop tour through academic and creative writing! I have thoroughly enjoyed writing this blog post. Thank you, Liz, for the invitation to be a guest blogger. And thank you, reader, for taking the time to read this post.

References:

Shriver, Lionel (2003) We Need to Talk About Kevin. London: Serpent’s Tail. p.1

Wallace, David A. (2011) Introduction: memory ethics – or the presence of the past in the present. Archival Science (11: 1-2) pp.1-12.

If you want to read more by Laura, she’s got a blog of her own at Woman With An Opinion (which includes cafe reviews!), and Write In For Writing’s Sake can be found here.

 
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Posted by on September 14, 2011 in Blogging, Guest posts, Writing

 

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Interval, intermission or interlude

Today we have an entertainment-themed trio; perhaps in celebration of the launch of Strictly Come Dancing 2011 (Libro doesn’t watch much telly these days: Libro always watches Strictly!). This one was suggested by Friend Of Libro, Gill – one of her holiday list. I thought I had this down but as usual, I looked it up and was a little surprised. Anyway, I’m going to give the official definitions but say which ones I’d use when – I think that’s fair enough!

An interval is defined firstly as an intervening time or space, a pause or a break.  Then, more specifically, it’s a period of time separating parts of a theatrical or musical performance. You know, the bit where you queue for the loo or a drink and then rush back to your seat.

An intermission – well that’s the same – a pause or break, or in our entertainment context, an interval between parts of a play or film.

An interlude is again defined as an intervening period of time and, in regards to entertainment, a pause between the acts of a play.  But it’s also a piece of music played between other pieces (or, indeed, between the verses of a hymn) and this is how I’d use this one – after all, we’ve already got two words for the gap in a play or musical performance.  So let’s keep interlude for that nice bit of music or short ballet piece acting as a little amusement to clear the musical or balletic tastebuds; a kind of sorbet on legs.  The other definition of an interlude is a temporary amusement or diversion, and while interludes of this kind are often romantic, I think my little flight of fancy above probably conforms to this definition too!

You can find more troublesome pairs here.

 
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Posted by on September 12, 2011 in Errors, Language use, Troublesome pairs, Writing

 

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Bought or brought?

This one was inspired by a client whose daughter was having a bit of trouble with the explanations she was being given at school. As he wasn’t sure how best to explain it, he came to the person he’s used to outsourcing writing stuff to: me. I was rather touched, actually – and I’m always happy to help where I can!

People do mix up bought and brought, and I presume it’s because they sound similar (see would have and would of) as they mean quite different things and come from quite different origins. These origins are the best way to tell them apart, actually

Bought and brought are both past tense words – so they’re used to write about things you’ve done in the past, before now.

Brought is the past tense of BRING. You might bring your Dad to the disco (and wish you hadn’t!) or bring an apple to school. If you did that yesterday, you brought your Dad to the disco, left him there, and then you ran away. You brought an apple to school this morning, and you might bring another one to school tomorrow.

Bought goes with BUY. You might buy a pair of shoes with sequins on today. Yesterday, you bought a pair with glitter on. Maybe your Dad bought your apple at the supermarket.

So if you spent money on something, you bought it. If you took it somewhere, you brought it along with you.

“Last week, I bought a bag of apples. I brought one of the apples with me to school every day that week.” – and it works just the same with other ways of writing about the past: “Last week, I bought a bag of apples. I have brought one of the apples with me to school every day this week” ; “I have bought a bag of apples every week for years”.

You can find more troublesome pairs here.

 
 

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What I’ve been up to in August

August is one of Libro’s traditionally busy months, along with September, mainly owing to the looming deadlines for student undergraduate and Master’s dissertations.  But this past month, I have been busy with much more than dissertations, although those have been active too.

Deep breath! Ready … in August I have …

Copyedited 28 dissertations / theses or parts thereof (sometimes people send me them chapter by chapter, with gaps of time in between while they write the next bit).

Copyedited some documents translated into English to make sure the (British or American) English was fluent-sounding and appropriate (another long-term client who’s been concentrating on a project translated out of English over the summer – it’s good to have him back!)

Proofread a few tender applications and company policies for a regular client.

Typed up 2 inverview transcriptions for my ongoing journalist client and one set of interviews for a student’s dissertation.

Polished a freelance training expert’s web text and copyedited several blog posts for her too.  Worked on web text for a retail shelving company.

Written 2 advertorials for my retail shelving company client to be published in September in a trade magazine.  Also written 5 features on local businesses in the Black Country for a local website.

Written up Terms and Conditions for a web designer based on previous Ts & Cs for his other services (to be checked by a lawyer, of course!)

Recorded myself reading a list of English names for a website where you input a name and hear someone from their country saying the name (!).

Localised webtext for a large software company and a dealer brochure for a cult automotive company, both working from American to British English.

In non-paid work news, I’ve also …

Helped  my mentee with his webtext, social media presence and hopefully found him a mentor in his particular line of business and written some explanatory text for a student starting up a new business, that can be used for webtext or a press release.

Helped at a Social Media Cafe and attended Birmingham Entrepreneurs’ Meetup and Social Media Cafe networking events; also attempted co-working at a cafe with no wifi (more on that later when I’ve written up the review!).

Had two guest posts published on other people’s blogs – this is something I love doing (so do ask if you’d like me to write something for your blog!) and hosting (so do ask if you’d like to contribute to this blog!) and published 4 freelancer/businessperson Saturday interview features.

Phew! I’ve also received the 20th questionnaire response for my Iris Murdoch research project, although I’ve given myself study leave for August-September so I can concentrate on Libro busy times rather than trying to write up research at the same time!

Coming up … more of the same really – I’ve already written some marketing materials, worked on some dissertations, started another transcription and localised a newsletter!

Libro offers copyediting, copy writing, proofreading, transcription, typing and localisation services to other small businesses, individuals and corporations. Click on the links to find out more!

 

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Continual or continuous

This is one that I see being confused all the time; it’s not too difficult to distinguish the two, although I’d love to know if anyone has a special little rule they use to do so. In both, stuff keeps on happening, but the time the stuff spends happening is either broken or unbroken. So …

Continual – constantly or frequently occurring.  “There are continual alarms throughout the day – it drives us mad” – but the alarms stop and start

Continuous – without interruption, unbroken. “A continuous alarm indicates a bomb threat and all areas must be evacuated.”

The most frequent confusion is when things are being discussed that do go on and on, stretching back into the past and forward into the future, like safety procedure updates or quality improvement.  I’d be inclined to use continual for this, as by their very nature, they’re likely to stop and start, and are indeed stopped and started by human endeavour, rather than rolling on automatically and seamlessly forever.

You can find more troublesome pairs here.

 
 

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