Hello fellow TAA members, thank you for reading this third post of “The Psychology Behind Writing.” With monthly offerings, we’ll get into some of the psychological processes that support our academic writing as well as the ones that derail our writing. And, we will definitely explore strategies for amplifying the positive and mitigating the negative. Read the first post in this series, The Psychology Behind Writing: Tap into Your Natural Personality to Assist Your Academic Writing Process, and second post, The Psychology Behind Writing: Tap into Your Natural Personality to Assist Your Academic Writing Process..
TAA Member Phil Wankat: Notable Cartoons from the ‘TAA Report’
The second installment of TAA Member Phil Wankat’s curation and commentary of the archival issues of the TAA Report (now The Academic Author), Cartoons, is now available.
Wankat selected articles that have information that is still valid today, and included commentary on each. We will be adding these articles to the web page, “Articles from TAA Report Archives (now The Academic Author) with Commentary,” over the next few months. The articles are organized into 10 categories, including Authors Needed, Cartoons, Contracts, Ethics, Money, Production, Recognition and Rewards, Software, Textbooks as Scholarship, and Writer’s Block. The first installment was Authors Needed.
Register for 10/4 Two-Hour Workshop – ‘Efficiency with Style: Revising Your Manuscript at the Macro & Micro Levels’
Fast-writing and “allowing messy drafts” is often recommended as a productivity strategy for academics. But … how do we most efficiently transform the resulting messes into coherent and powerful prose?
Academic Writing Coach Erin McTigue will be presenting a two-hour interactive virtual workshop, “Efficiency with Style: Revising Your Manuscript at the Macro & Micro Levels.” on October 4 from 3-5 p.m. ET. Learn how to take a “messy draft” of your choice and try out three macro-level revision strategies to hone overall logic and organization of the manuscript and then three micro-level revision tools for coherence and writing style. You’ll leave the workshop with both a sequential approach and individual tools for transforming your future drafts with efficiency.
Not a member yet? Join for only $30
The Psychology Behind Writing: Tap into Your Natural Personality to Assist Your Academic Writing Process (Part 2)
Hello fellow TAA members, thank you for reading this second post of “The Psychology Behind Writing.” With monthly offerings, we’ll get into some of the psychological processes that support our academic writing as well as the ones that derail our writing. And, we will definitely explore strategies for amplifying the positive and mitigating the negative.
As many of you might know, the Myers-Briggs Type Indicator (MBTI) is structured with 4 personality scales, each with two “opposite” preferences that rest on a continuum of intensity for that personality scale. The key to remember here is that we all have all 8 preferences available to us (4 scales x 2 preferences), but we tend to have a natural preference for inhabiting one side over the other. One side tends to come more instinctively, we don’t have to think about it as hard, we can be on auto-pilot, we are more practiced with it, and we probably don’t have much anxiety around using it.
New TAA Workshop Presenter: Vernetta Mosely, PhD
TAA welcomes new Workshop present Vernetta K. Mosely, PhD, a Writing Coach, Editor and Consultant with Cultivate the Writer.
Vernetta offers four 90-minute workshops:
Busy TAA People: TAA Member Margarita Huerta’s Work Reaches the 1,000 Mark for Citations
TAA member Margarita Huerta, PhD, writer and Founder of Real Academics, reached the 1,000 mark for citations on her Google Scholar profile on August 25, 2023.
Her top three most cited articles (out of 20 articles tracked by Google) include:
- “Graduate students as academic writers: writing anxiety, self-efficacy and emotional intelligence” (2017), M Huerta, P Goodson, M Beigi, D Chlup, Higher Education Research & Development, 36 (4), 716-729. (205 citations)
- “The effect of an instructional intervention on middle school English learners’ science and English reading achievement” (2012), R Lara‐Alecio, F Tong, BJ Irby, C Guerrero, M Huerta, Y Fan, Journal of Research in Science Teaching, 49 (8), 987-1011. (184 citations)
- “Connecting literacy and science to increase achievement for English language learners” (2010), M Huerta, J Jackson, Early Childhood Education Journal, 38, 205-211. (62 citations)