Month: October 2020

Guest Post: Becoming your Best Writing Self: Motivations and Goals

katiefoss Advice on Book Writing and Editing, On Writing

Dr. Tanya M. Peres
Associate Professor
Graduate Program Director
Department of Anthropology
Florida State University
tanya.peres@fsu.edu

I recently attended a session with a staff member of my university’s writing center. He led us in a reflection exercise on how we start the writing process, set writing goals, and identify growth areas to become our best writing selves. Today I am sharing a little about my writing process – maybe you will find a trick or tip to put into your process toolbox.

1. How do I get started?

Much of my writing is assignment-driven. You might think it strange that anyone other than students or journalists would have writing assignments, but here we are. Professional assignments have a pre-determined topic or theme, are part of our professional workload, have specific requirements depending on the genre and outlet, and they have a deadline. So, what are these writing assignments and how are they genre-specific?

Conference Presentations

Conference presentations are typically part of thematic research sessions.  These presentations can be either posters or podium papers, and often are on unpublished current research. Presentations are a good way to get feedback from scholars in your field.

Peer-reviewed Publications

These are the ultimate in academic writing assignments. Peer-reviewed publications are the medium used to present data and interpretations, describe a new method or theory, or synthesize existing datasets and qualitatively or quantitatively compare them.

Public Writing

Writing for readers that are not discipline specialists is a genre in and of itself. I find ideas for a story stem from information I want to share, wanting to add another level of meaning or history to a story or topic, or simply a fun fact or story that I think non-archaeologists would enjoy. Sometimes I test out ideas in conversation with friends or acquaintances. Other times, I sketch them out to pitch as an idea to an editor.

No matter what genre of writing I am working on, I try to always start with an outline. Outlines help me figure out the flow of the narrative (or story), things that are necessities to that narrative, and how to best organize the different parts. When I ignore my own best advice and just start writing sans an outline, things go off the rails quickly. I often find myself going down a research rabbit hole that is more often than not on a completely different topic, but fun to read!). Like that time in 2015 when I found a medical brief on a patient with maggots in their nose (no, really, but if you are squeamish, skip the figure).

2. How do I set writing goals?

I start with the assignment due date! If it is a grant proposal, conference paper, or a solicited manuscript (i.e., someone asked me to write something for a journal, book chapter, blog, magazine, newsletter, etc.) it will have a hard deadline. If the assignment is self-inflicted self-motivated, then I have to establish the deadline(s). The author/editor and the press editor agree upon book manuscript deadlines. If you are writing a thesis or dissertation, your advisor, committee, department, and university all have deadlines you must meet. As the good Dr. Foss says “Always meet your deadlines!”

I break the REALLY BIG THING into smaller tasks and assign them objectives (word count, additional research/references needed, etc.), then schedule when I am going to work on these parts. Most days I have an hour or less to work on any given writing project. To stay hyper-focused I close out all social media and email apps, turn my phone to vibrate only, turn it face down, and out of easy reach, and put on writing music (cool jazz is my favorite).

Sometimes I need external motivation to keep me on track. I have been a part of writing groups, writing retreats, daily writing challenges, and the last-ditch “hole-up-in-a-hotel-room-all-alone-for-a-weekend-and-get-the-thing-done” method. All were useful and successful in their own way. Peer pressure and money are sometimes what is needed to get us over a hump.

3. What are some of my writing goals?

By the end of 2020 I will submit the final manuscripts for two different books; finish writing a lengthy technical report; and continue working on the draft of a third book manuscript (to submit in Spring 2021).

What are your writing goals? What is your secret inner writer identity? Understanding our goals and motivations can help us to stay motivated and organized.

Teaching Exercise: The Google Doc Round Robin

katiefoss On Teaching
Each group starts with a different Google doc.

I’m a big fan of drawing slips of paper for randomly-assigned group works. I also love notecards. The pandemic has forced me to find new solutions to communicating different discussion activities. Cue the Google Doc Round Robin.

Round Robin (the game, not the burger joint) involves each person contributing a little in one spot and then moving on to a new position or objective. In ping pong, this is done by hitting the ball once and then quickly moving to the right, circling the table. I applied this approach to a series of Google docs in my health communication class. We did it to explore the process of creating campaigns for a variety of different audiences. This activity could really be applied to any class topic that can be completed in stages — in-person, as long as each individual has a computer, or through a virtual platform with breakout rooms.

Prep Work for the Google docs

  1. Before class, decide how many different groups you would like to have. I opted for five clusters for my class of 17.
  2. Create the same number of Google docs. Include a distinct header and a file name for each one.
  3. Write out your scenario (or whatever you will differentiate between the groups).
  4. Number and state the objective of each stage. Copy and paste into all of the Google docs. In other words, most of the worksheet is the same, with the variable listed at the top.
  5. On our D2L site, I created a submodule for the in-class activity with online resources and links to the 5 Google docs.

Running the Activity

  1. Split the class into groups or have them form their own groups. On Zoom, you could set up break out rooms.
  2. Assign each group a different Google doc. Explain the activity, emphasizing that they should only complete one stage and stop. List out the rotation for the class.
  3. Have each group start at step 1, reading the tasks and doing necessary research. While the groups are working, you can bring up all of the Google docs on your own computer and see the class progress.
  4. After a set time (5-7 minutes), have each group stop and rotate to the next Google doc.

Doc 1–Doc 2–Doc 3–Doc 4–Doc 5–Doc 1

5. Use this format and rotation as the groups move through the docs and through the steps, building on what the groups before them have written in the docs.
6. On the last step, have the groups summarize their current Google doc, briefly presenting the ideas to the class.

With this approach, students are working both within their groups and with the whole class to complete the activity. It is also easy to monitor which groups may need help since you can access the docs at the same time. For my class, it was a nice break from our usual discussions and prompted them to work together. This activity could be modified for a variety of disciplines, keeping the concept of each group or individual contributing a little to create the whole. Of course, you may not be able to work the Rock into your scenarios.