Why This Matters Now

Academic work is not only about analysing what already exists. It is also about creating new ways of thinking. Whether you are developing a framework, coining a term or reframing a familiar idea, the process begins with noticing what is missing. What is being misunderstood, overlooked or misnamed? What contradiction keeps surfacing? What pattern remains invisible? This is your starting point, not a thesis but a tension.

To explore different types of research gaps, see ResearchMethod.net’s guide to identifying gaps, PhilScholar’s breakdown of gap types, and ResearchPal’s toolkit for literature review gaps. For a visual approach, MindTools’ gap analysis resource offers a strategic framing.

What You’re Learning to Do

You are learning to identify a pattern, tension or insight that has not yet been named. You are learning to create a term or phrase that captures it clearly. You are learning to explain your concept in a way that invites others to use it. This is about contribution, not just commentary.

For guidance on introducing new terminology, explore CUNY’s Writing Center guide, Manchester’s and Academia Stack Exchange’s discussion on terminology.

How to Practise It

Begin by spotting the gap. What is missing in current conversations? What is being misunderstood or overlooked? Then name the insight. Create a term, metaphor or phrase that captures your idea. Keep it short, memorable and meaningful. Finally, define and apply. Write a definition and show how it works in at least two examples, one academic and one lived or practical.

To explore how originality works in student research, see Cambridge’s guide to planning original work, ResearchMethod.net’s overview of original research, and SCU’s guide to defining and using concepts. For metaphor development, Visual Thesaurus’ metaphor builder can support creative phrasing.

What to Watch Out For

Common traps include creating a term that is too vague or too clever, forgetting to define your concept clearly, and using your new term without showing how it works. A good concept is like a bridge. It connects ideas and people. Make sure it holds weight and invites use.

For examples of strong conceptual framing, see Academic Writing UK’s conceptual frameworks, and Monash’s toolkit for expressing and maintaining voice.

How to Review Your Progress

Ask yourself: Have I named something that was not named before? Have I defined my concept in clear, accessible language? Have I shown how it works in different contexts? Can others build on it, challenge it or carry it forward?

Student Reflection Space
My concept name:
What it describes:
Where I have seen it in action:
How I hope others will use it:

Explore more with us:

• Read our Informal Blog for relaxed insights
• Discover Deconvolution and see what’s happening
• Visit Gwenin for a curated selection of frameworks
• Browse Spiralmore collections