{"id":1737,"date":"2026-08-26T10:41:49","date_gmt":"2026-08-26T08:41:49","guid":{"rendered":"https:\/\/blogs.fu-berlin.de\/drs_podcast\/?p=1737"},"modified":"2026-08-26T10:41:49","modified_gmt":"2026-08-26T08:41:49","slug":"full-transcript-english-academic-writing-with-dr-anselm-spindler","status":"publish","type":"post","link":"https:\/\/blogs.fu-berlin.de\/drs_podcast\/2026\/08\/26\/full-transcript-english-academic-writing-with-dr-anselm-spindler\/","title":{"rendered":"Full Transcript (English): „Academic Writing with Dr. Anselm Spindler“"},"content":{"rendered":"\n

Welcome. If you could start off by telling me a little bit about yourself, maybe a little about your background and what you do now.<\/em><\/p>\n\n\n\n

Yeah, sure. Thank you for inviting me to your podcast. My name is Anselm. I live in Frankfurt, the southern one from your perspective, not the eastern one. And I got my PhD in philosophy. And I also used to work as a research assistant at Goethe University in Frankfurt, where I used to teach and do my research. Nowadays, I\u2019m a freelance coach and workshop instructor, and I mainly work with PhD students who write their dissertations in any one of a broad spectrum of academic disciplines.<\/p>\n\n\n\n

Excellent. So, when you think about how you got from doing your doctorate to working as a coach, could you just tell us a little bit about that process or that transition? We\u2019re going to talk about writing in just a moment, but I\u2019d really love to hear a little bit about your career before we get started.<\/em><\/p>\n\n\n\n

I think the word transition is spot on. It was a big transition for me. At some point during my doctorate, especially in the early stages, I was really thinking and wanting to be in an academic career. So, at some point, I really thought that I will be in the university my whole life basically. And that\u2019s why I\u2019m doing the PhD. But things went a different way. And I went a different way. So it\u2019s a combination of these two factors. And I really enjoy what I\u2019m doing now because I\u2019m still in contact with the academic world. And I really like writing and academic writing specifically. At the same time, I feel I\u2019m in a good place because I am no longer working in the academic world. Because I think it it really wasn\u2019t for me in certain aspects of it anyway. And yeah, it was a big transition.<\/p>\n\n\n\n

Thank you. So when you think about writing, what motivated you to work with students who are stuck or having challenges with writing. And maybe you could tell us a little bit about those challenges that doctoral students face. And a little bit about why do you think that this is something that you enjoy working with?<\/em><\/p>\n\n\n\n

I think the main idea behind my work is that the workshops create a space where you can talk openly and freely about your writing process. And I always felt that this space was missing in the academic world, or at least very rare. People talk a lot about their writing or their text in the academic world, at least in my field in the humanities. But they are typically very complicated and charged situations. So you\u2019re talking, giving a talk at a conference or you\u2019re presenting your work to a funding institution, or you\u2019re talking to your supervisor who will be grading your PhD. And so these situations tend to be a little bit overloaded. And I felt, and it\u2019s my experience from what people report in my workshop, a simple space where you can talk about your writing without having to present your work to others, without being judged or graded is really helpful and is really surprisingly rare in the typical working environment of PhD students and it was in my working environment back then. So the idea was just to create this kind of space.<\/p>\n\n\n\n

When students come to you and they say that I\u2019m having trouble with writing or I\u2019m stuck, what\u2019s really happening? What are the problems that they\u2019re facing? It\u2019s a big word, I\u2019m stuck. But what is it really that makes people get stuck when they\u2019re writing?<\/em><\/p>\n\n\n\n

Yeah, it is a big word, but I think it\u2019s really accurate in the sense that people do feel stuck. And it\u2019s really unpleasant for them. And the roots of the problem are really varied. You have been asking about challenges. In my experience, there are two main challenges, you could say. The first one is \u2013 it\u2019s logistical, if you will. So simply finding the time to write in a demanding working environment, which the university is. And the other challenge is a little bit more psychological, I think. It has to do with dealing with expectations. And also with the simple fact that a PhD is a kind of exam. You and your work will be evaluated. And for most people, the stakes are really high in terms of their academic self-understanding, in terms of academic careers. And also in terms of the personal energy and time that they invest. And that can make the writing really difficult because so much is coming together when you\u2019re writing a PhD. It\u2019s not just any old text.<\/p>\n\n\n\n

So imagine that I\u2019m a student and I\u2019ve come to you and I have a problem. Maybe I\u2019m having trouble writing the actual text, maybe I\u2019m having trouble finding time. Maybe I feel frustrated as you just said with this feeling of, oh, it\u2019s got to be really good. Do students often know what they\u2019re dealing with, or do they come to you and just say, I don\u2019t know what\u2019s going on?<\/em><\/p>\n\n\n\n

That\u2019s a really good question. I think, because many people who find that their writing isn\u2019t going as well as they would like, they have a certain tendency to focus on solutions. So what do I need to do in order to get back to into the flow of writing? And I think I find it very understandable because it\u2019s an unpleasant situation to be in. But my approach is to invite people to simply start by talking a little bit to me or to someone else about their problem and really describe it in detail. What is it that\u2019s not working? How often does it happen? What could the possible causes of the problem be? And I think there\u2019s a variety of reasons why people do get stuck and sometimes they are, a bit more mundane. Sometimes they are a bit deeper actually. And it\u2019s really worth spending some time investigating what is my situation, how do I feel? Sometimes people overlook how they feel in a particular situation. And like I said, it\u2019s a challenging working environment and it can have all sorts of effects. I think once you started to investigate a little more closely what the causes of the problem might be, the solutions are really not that difficult to find. It\u2019s more about really spending the time with yourself in a way and explaining yourself and situation to someone. And oftentimes people find those solutions really quickly once they\u2019ve started to describe the problem to someone else.<\/p>\n\n\n\n

That sounds like it would be really helpful. And I think it\u2019s something that a lot of people probably deal with, being alone, but having the feeling that there\u2019re not so many people around in their work that they can really talk to about these things. And that brings me to your workshops. So what you described sounds a lot like it would work in a coaching setting of one on one, how does it work when you\u2019re in a group of people? And in these workshops that you have at the Dahlem Research School or in other settings, what do you do to help people who are already facing challenges with their writing?<\/em><\/p>\n\n\n\n

Yeah, it really is a different setting if you compare it to the coaching, like one on one situation. And there are different workshops for different challenges, in a sense. So I\u2019m offering workshops on specific writing techniques, for instance, and also on specific parts of the text like the introduction and the conclusion. And also, a workshop on self-organization and academic writing, which in my mind includes writer\u2019s block and procrastination. In my mind these are connected with the broader topic of self-organization. But what my workshops have in common is on the one hand that they are really based on a practical approach so people have a chance to work on their current writing project in the workshop in one way or another. So they typically make some progress with their actual project, and it\u2019s not just theory input to take home. And another thing is that the workshops are designed in such a way that people have the chance to get quite a lot of feedback and input for their specific writing project and their specific situation. Input from me and feedback from me, but also from their peers. And that\u2019s the third point I\u2019d like to make. I\u2019m working under the assumption that the people who come to my workshops are already experienced academic authors. They have written texts, they have acquired quite a lot of knowledge about academic writing in their field, they have a lot of experience already, so they\u2019re not beginners. Part of the idea of the workshop is to really mobilize that experience and share it with others in order to decide what the next steps in my project might be. And a lot of it is already there because people bring so much into the workshops, in terms of writing strategies, things they\u2019ve tried out. Maybe they did work, maybe they didn\u2019t work, but maybe it works for someone else. And so it\u2019s a lot about sharing experience and getting feedback from other people who are also academic professionals and academic authors.<\/p>\n\n\n\n

I really love that. I think that is so important also for so many researchers early in their career really second guess themselves. And I love the idea of having them support each other because I think that also, as you said, gives them the idea, reminds them that they really are experts in their fields and not all just at the very beginning. You have tons of knowledge and experience already even at the beginning of your PhD.<\/em><\/p>\n\n\n\n

And also, I think it connects to what you said earlier that many people who write their PhD have the feeling that they are maybe not isolated but basically working on their own. Which may be also have to do with the fact that in academic working culture the idea is that you have to do it on your own, which is not mistaken, obviously, but it can lead to a feeling that you\u2019re really alone with your problems and in my workshops and probably in yours as well, people discover that other people, sometimes from completely different academic fields are really struggling with the same problems. That feels good in itself. And you can also share the burden of looking for solutions. You don\u2019t have to come up with all the solutions by yourself.<\/p>\n\n\n\n

That is so important. And really, I think one of the aims of the workshops at the Dahlem Research School and in the Berlin University Alliance altogether is to get everybody to come together and experience and see we\u2019re not alone, and there\u2019s so much that you have in common with others, even if you feel like you\u2019re really stuck and alone. And so that is one of the things why I really like to encourage people to come to the writing week or the retreat. And for the writing week a benefit of it is that you can join unlike the retreat at any point in your doctorate, that\u2019s correct, right? Do you want to tell us a little bit about the writing week and what you do there?<\/em><\/p>\n\n\n\n

Yeah, sure. It\u2019s a full week. It consists of, on the one hand, writing workshops slot, rather short three-hour writing workshops on different topics that have to do with academic writing or different aspects of academic texts. And in the afternoon, it\u2019s basically writing time for the people. The participants actually work on their texts in writing groups or writing tandems. And they can also attend coaching sessions there, which take place in parallel to the writing sessions. That\u2019s the main idea to have some input and workshops and exercises on academic writing on one hand. And on the other hand, it may sound simple, but just time to write. And to also have connected time to write like a full week. A lot can be done in a full week and typically in their everyday life, these kinds of weeks are, for many people rather rare. They do a lot of stuff in the university and the university is very good at inviting people into all sorts of projects and attending talks and then sometimes it\u2019s difficult to have a concentrated block of time for your writing. In my mind, it\u2019s a way of really prioritizing your writing. My writing project is really important. That\u2019s why I\u2019m spending the full week on it. And that\u2019s what the writing week in my view is really good for.<\/p>\n\n\n\n

Can you tell us a little more about tandems? You mentioned that before, but I would love to hear about that. And maybe a little bit about why you think they\u2019re useful and helpful for doctoral students.<\/em><\/p>\n\n\n\n

I find that question really interesting because my impression is that sometimes people have different views about why they are useful. One thing some people say very quickly is that a writing group or writing tandem is good because it stimulates their discipline, so they stick to whatever their writing plan was. And to be honest I\u2019m rather skeptical of the term discipline in this context because it suggests to me anyway that people are somehow unwilling to do their academic work. And that\u2019s just something I don\u2019t see. It\u2019s people are doing a lot of stuff and they are certainly not lazy and that\u2019s somehow in my mind connected to the idea of discipline. What I think, and that\u2019s my alternative suggestion, an alternative to the discipline discourse, if you will, I think writing groups and writing tandems provide structure and resonance. And by structure, it is very simply, when will I write this week and for how long? And by resonance, is there anyone out there paying attention to what I\u2019m doing? And I think many people who have difficulties in their writing project. They are not lacking discipline, but they are lacking and what they want is structure and resonance. Some feedback from other authors and really some structure in which to work. And if I can add just one more thought to this. Many people many PhD students are also engaged in teaching. So they\u2019re teaching seminars and obviously and naturally they have an arranged time for the seminar. So my seminar is on Thursdays at 10 o\u2019clock and that\u2019s very natural because they want others to come to the seminar. And for some reason people don\u2019t do that as often for their writing. So why not say my writing time is on Tuesdays from 10 to 12. These kinds of structures are really helpful to support continual writing habits and a writing group is the easiest way to do it because it\u2019s fun to meet others, you have a chance to talk, you don\u2019t feel alone. It\u2019s very easy to arrange in times of video calls. And yeah, it\u2019s just another way of sharing the burden of self-organization.<\/p>\n\n\n\n

That\u2019s fantastic. I love this idea that students shouldn\u2019t think that they don\u2019t have this discipline because I hear this a lot in my work as well. People say I\u2019m good at this. I\u2019m bad at self-organization or, I don\u2019t know what I want from my life and my career. And I often think, how much time have you given yourself to actually sit down and think about these things? Or do you have time to be organized? If you don\u2019t give yourself the time, then it can be a huge challenge. It doesn\u2019t mean that you\u2019re not good at it. I think this is so important. And so I want to pick that back up. It\u2019s not that you\u2019re not doing a good job. It\u2019s that you\u2019re so busy that you haven\u2019t actually have to sit down and make space for writing in order to be able to say that you are stuck.<\/em><\/p>\n\n\n\n

Yeah.<\/p>\n\n\n\n

I want to ask you, what would you suggest? What kind of, we mentioned a lot of mindset, ideas or how would you change the way you think about it? Are there, setting time aside and maybe a writing group, other techniques or tools that you would suggest that students try if they\u2019ve gotten stuck? Anything else where you\u2019d say this, maybe one or two small things or big things that you say would be worth trying out if they feel like they\u2019re having trouble writing?<\/em><\/p>\n\n\n\n

I\u2019ll start with my favorite one. I\u2019m not sure if it works really well for most people, but for some people in my experience, and it\u2019s creative writing. And it\u2019s something that academics, in my experience, don\u2019t do so often. And it\u2019s something that is not just fun to do, but I think the deeper truth behind it, if you will, is that writing really is a matter of training. So if you see an academic who is pretty good at writing something, an academic text, under pretty much all circumstances, like between two seminars or between a seminar and a conference, I have one and a half hours to spare and some people are able to write something during these one and a half hours. And it\u2019s not that they are geniuses. They might be, but I think they have a lot of experience and a lot of training. It\u2019s a bit like like juggling or speaking French. The more often you do it and the more stuff you try out, the easier it gets. And this is also true, I think, of the transition from non-writing to writing, and that\u2019s what many people find difficult. And creative writing, just, for instance, writing a short story, a really short one, just without any preparation, just gets you into the flow of writing, the words begin to come, and then it might be easier to work on an academic text. And it also introduces it may introduce some variety into your writing just like trying out stuff with really low stakes. And it\u2019s fun, and I think it\u2019s instructive.<\/p>\n\n\n\n

What ideas do you have to get someone to start doing creative writing that maybe has never done that before? Because that sounds like a really great way to get into writing if you\u2019re maybe having some trouble with it to take the pressure off of it. What are some things that you might suggest that students could do who don\u2019t know where to start? And they say, oh, creative writing, that sounds great, but how do I do it?<\/em><\/p>\n\n\n\n

That\u2019s a great question because it has to do with creative writing specifically, but I think it\u2019s also connected to an interesting aspect of academic writing. I think what\u2019s really challenging is the situation where you are sitting in front of an empty sheet of paper and you have a pen and you think now I\u2019m going to write something creative. And this in itself can be a really challenging situation because like you said, you don\u2019t know where to start. And what I find makes this transition from not writing to writing easier is to provide some structure and a specific task just in order to get started. For instance when I do creative writing in my workshops, there are really strict time limits. Sometimes one of the exercises we do is called five-word stories and it\u2019s short stories that people write in 90 seconds, which is an amazingly short amount of time. And the good thing is that you don\u2019t have time to think too much. You simply begin to write and that\u2019s actually what most academics or many academics in my experience find really difficult to simply start writing without thinking first. Oh, I have to read 68 books about the topic before I can even begin to think about writing, then I have to come up with a really good project outline and so on and so forth, which is in for academic writing. It\u2019s the natural process but it can make it really difficult to connect with your creativity and to say, I\u2019m simply going to start writing something and I will later look at it and see what needs improving or what might still be missing. Just setting yourself and coming back to creative writing, setting yourself small and simple and doable tasks. Yeah, a short story, for instance, which contains five keywords that you\u2019ve picked earlier. And it makes it easier to choose from the infinite variety of possibilities that are out there. And once you have more experience, you could decide to write more freely and just go to the park with your notebook and write whatever comes to your mind.<\/p>\n\n\n\n

I have a question about this idea of just writing. I know a lot of people when they start or they said, Okay, when I started writing, I felt stuck because I was thinking. Okay, this has to be really good, and I have to use it. And I was wondering if you could talk a little bit about the benefit or not ,however you see it, of writing. Stuff that you\u2019re going to get rid of, needs everything that I write to be good or is it okay, in academic writing if I find myself writing tons of material that I don\u2019t use or is that not a good approach. What do you think about that?<\/em><\/p>\n\n\n\n

Again, that\u2019s a good question and a difficult one, I think, because on the one hand this idea that my text has to be really good and it has to be a text that others approve of my fellow researchers, the fellow experts in my field. I want them to maybe, even if they don\u2019t agree with me, agree with what I want to say specifically. I want them to say that the text is simply good academic quality. And this expectation, which is justified, makes sense in the system, but it can really block up your creativity and really limit the scope of possibilities that you even consider in your research. And maybe you have tons of ideas, but you\u2019re really narrowing down the range because you think all people won\u2019t like that. And that\u2019s a silly thought and it\u2019s not going to work anyway. And getting yourself to simply start writing might be a way of exploring these possibilities and only later to really edit the text and produce what will be the finished product. And I think that\u2019s only one side of the issue. The other is you mentioned that some people choose to write a lot of stuff that they will not use in the end. I find that a really useful technique. Partly because you\u2019re probably be writing in two documents, if you will, literally or metaphorically. So you\u2019re writing stuff under the assumption that not necessarily everything of it has to go into the finished text. And this can make it easier to explore things and to really find what you want to say in the writing process. And sometimes people get stuck because they are writing text under the assumption that the actual sentences they are writing will be the ones that the readers will later read and evaluate. And this adds a lot of stress to the writing process. And I think it can help to really divide the different stages of the writing process and say, I\u2019m in the early stages. It\u2019s about exploration and not about polishing the text or revising the text or checking it for mistakes. And yeah, that can help get into the flow of writing and really explore your ideas. And at the same time, there\u2019s one more thought I\u2019d like to share because some people also do use this technique of producing a lot of text and then they themselves in a situation where they have produced a ton of notes and find it really difficult to decide what goes into the text and what not \u2013 what does not go into the text and this too can be a real challenge too, if you overdo it with this technique and, so to speak, if you reduce a lot of notes, you might feel lost at some point snd may make it more difficult to come up with a text that leaves certain things out. For some people it\u2019s hard to leave stuff aside.<\/p>\n\n\n\n

I really enjoyed hearing you talk about the possibilities of doing things maybe one way or another way and I think that\u2019s really important for students to hear because it\u2019s often possible for students to feel like, \u201eI\u2019m doing it this way, but someone else is doing it that way. And am I doing it the right way?\u201c or, \u201eI\u2019m writing a lot and my colleague is only writing when they know exactly what they\u2019re going to say.\u201c And I think that it\u2019s good to hear from others that there are many ways to get to the same goal. And in connection to that, I would love to know the answer to a question. There are a lot of students in my workshops that come up and ask me, \u201eWhat digital tools do you use?\u201c I get asked, \u201eI don\u2019t do writing workshops, but I get asked this question a lot anyway. What writing tools should I use? And how should I approach tools?\u201c And I would love to hear from you a little bit about what you think about writing tools. Do you have digital tools that you love to work with and that you suggest students test out or try, or are you more of a pen and paper person, and what do you think the benefit is of both of those or either of those?<\/em><\/p>\n\n\n\n

I get that question too, in my workshops: \u201eWhich tools can I use?\u201c or \u201eShould I use even?\u201c And I believe that you should use the tools that are useful for the specific task you have or for the specific challenge that you want to overcome. And I have two examples for that. The first one is the difference between handwriting and machine writing, if you will. You were talking about handwriting in your question, and I think it is a useful tool or it can be. Writing by hand in specific situations, because one feature of machine writing with my computer or with my laptop, is that I have the ability to edit my text while I\u2019m writing it, and I still have a clean document. It still looks very good. And if I do that in handwriting, if I keep crossing out words and then writing something new, it gets messy really quickly. And one way to take advantage of this difference could be that you say it\u2019s a good thing in handwriting that I can\u2019t edit my text all the time. And that could help me to tell my inner critic to spend some time in the cafe and come back later. And during that time, I have time just to write something and to write a complete version of the text before going back and rereading it and editing the text. Handwriting can really help to differentiate between different stages in the writing process. The second example that I thought of is collaborative writing where you\u2019re writing a text together with others. And there\u2019s a ton of digital tools out there for this and they all have different features. In my view, it\u2019s really useful to spend some time in the group to figure out which tool is best suited for the writing purpose and the kind of group you are. Maybe you want to work in a document simultaneously. Then there are some tools that provide this service or this function and others that don\u2019t. So make your choice on the basis of the kind of task that is ahead of you and the kind of group you are. That would be my general thoughts on writing tools. Try to describe what you need and then pick your tool.<\/p>\n\n\n\n

I think this is great advice. I feel like it\u2019s really easy to get excited about all these apps that are out there. And then, in the end, do we actually need all of the functions? This is a huge issue in productivity. You can really easily feel like, \u201eOkay, now I\u2019ve got to learn this app and I don\u2019t actually need it, or do I even need all the things that it\u2019s offering me?\u201c So fantastic.<\/em><\/p>\n\n\n\n

Can I add something to this? Because you\u2019re making a really important point, in my view, because sometimes it is suggested that these tools are useful and making things easier, but sometimes it\u2019s the opposite. They make things a bit more difficult, and it\u2019s only later in the process that I even know or learn about that. And one example that just came to my mind is that I once had a PhD student, or she was a postdoc actually whhen she was in my workshop, and we were talking about digital writing tools. And she said that she was writing her PhD with Google Docs and it was really late in the process when she discovered that it\u2019s not possible to download the document once you have crossed a certain number of pages, and it caused her several heart attacks and it was nerve-wracking. She only discovered it really late in the process and it can be really unpleasant. And just the thought of having all your text deleted because of some software glitch is terrible. And so like you say, it\u2019s not evident that all the programs help all the time. So it\u2019s a really good idea to think about what do you want it to do, and which software really does what you do want it to do.<\/p>\n\n\n\n

This is very important advice and a good approach. I think a solid approach to digital tools. So I have just two more questions for you. And the first one is. What do people say when they leave your workshops? And I\u2019m going to ask you this, I know it\u2019s a little bit of a challenging question to answer as a trainer, as a workshop facilitator, but I think sometimes students are hesitant to participate in workshops because they don\u2019t know what am I going to leave with knowing how to do. What takeaways do your participants have when they leave your workshop? What do they say about their writing process or about their experience?<\/em><\/p>\n\n\n\n


One thing many people do is point to a specific writing technique or an idea or a tool that they learned about or rediscovered in the workshop, and they say that was really useful for where I am right now in my writing process. And what most people say actually is that it was a good group experience for them. It renewed their motivation to work and think about their writing project. It\u2019s a lot of encouragement and a lot of feedback they take away. And just a lot of inspiration, and that\u2019s typically what\u2019s coming from the group as a whole and not simply or even mostly from me as a workshop instructor. And that\u2019s actually what most people say. It was a good group experience and it connected me again to my writing and my research.<\/p>\n\n\n\n

That\u2019s great. And I think I would say it is not always easy to do that. So I would say it does come from you as a trainer and that also underlines what you said earlier about the importance of working together in groups or group experience of talking to each other about writing. That\u2019s great. So I have one more, my very final question for you. We usually like to ask our guests on the podcast if they were to go back to the beginning of their own experience in writing or in the university or in your case in your doctorate if you could give yourself advice. So you\u2019re time traveling back to the very beginning, what advice would you give yourself, maybe about the writing process. Maybe about the whole thing from where you are today. And obviously we can\u2019t change what we do in the past, but what would you tell yourself if you could time travel?<\/em><\/p>\n\n\n\n

Let me think about that. Maybe, yeah, there\u2019s a number of things, but the one that stands out really is to share your writing with more people more often and sooner and use other people\u2019s feedback to work on your text and to reflect your writing. Don\u2019t just sit there and work on your own for a very long time and at some point in the end submit it. Talk to people about your writing and it doesn\u2019t have to be your supervisor or even an expert from your field. In a sense, it could be anyone and it will be useful for your writing process and for your actual text.<\/p>\n\n\n\n

Thank you very much and thank you for the wonderful advice that you\u2019ve given.<\/em><\/p>\n\n\n\n

[Note: your host for this episode was Amanda Wichert.]<\/em><\/p>\n\n\n\n

Return to the Podcast episode here<\/a><\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Welcome. If you could start off by telling me a little bit about yourself, maybe a little about your background and what you do now. Yeah, sure. Thank you for inviting me to your podcast. My name is Anselm. I live in Frankfurt, the southern one from your perspective, not the eastern one. And I … \u201eFull Transcript (English): „Academic Writing with Dr. Anselm Spindler“\u201c<\/span> weiterlesen<\/a><\/p>\n","protected":false},"author":9072,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9],"tags":[],"class_list":["post-1737","post","type-post","status-publish","format-standard","hentry","category-allgemein"],"_links":{"self":[{"href":"https:\/\/blogs.fu-berlin.de\/drs_podcast\/wp-json\/wp\/v2\/posts\/1737","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.fu-berlin.de\/drs_podcast\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.fu-berlin.de\/drs_podcast\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.fu-berlin.de\/drs_podcast\/wp-json\/wp\/v2\/users\/9072"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.fu-berlin.de\/drs_podcast\/wp-json\/wp\/v2\/comments?post=1737"}],"version-history":[{"count":1,"href":"https:\/\/blogs.fu-berlin.de\/drs_podcast\/wp-json\/wp\/v2\/posts\/1737\/revisions"}],"predecessor-version":[{"id":1738,"href":"https:\/\/blogs.fu-berlin.de\/drs_podcast\/wp-json\/wp\/v2\/posts\/1737\/revisions\/1738"}],"wp:attachment":[{"href":"https:\/\/blogs.fu-berlin.de\/drs_podcast\/wp-json\/wp\/v2\/media?parent=1737"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.fu-berlin.de\/drs_podcast\/wp-json\/wp\/v2\/categories?post=1737"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.fu-berlin.de\/drs_podcast\/wp-json\/wp\/v2\/tags?post=1737"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}