If you happen to be stuck in your academic writing, the good news is:
(1) You are not alone! This happens to all of us.
(2) There are remedies. Stay with me and read on.
First, ask yourself, “Why am I stuck?”
You might be stuck because you don’t know what to say.
OR
You might be stuck because you have too much to say.
Have you ever noticed that pretty much any advice related to making progress suggests the same idea?
Track your progress.
For too long I’d wallowed in my routine: first planted at my computer writing, then client manuscripts, eating, gym, tv-ing, sleeping, occasional grocery-getting, and back again. But I couldn’t deny an itch, a subtle pervasive sense of dissatisfaction.
It was time to leave my comfort cocoon.
The idea had been lurking for several months. Having published many writing how-to articles, I knew I had to teach a writing workshop.
Gain valuable advice and insight, get your questions answered, or just make a connection for when you need help in the future by signing up to meet with a mentor at the 2023 TAA Conference on Textbook & Academic Authoring, which will be held online June 9-10, 2023.
The deadline for signing up for mentoring is May 15. Limited slots are available and are offered on a first come, first-served basis, so don’t delay, register for the conference today!
Choose from nine different mentors for up to two 15-minute one-on-one discussions:
Always craving more writing time (aside from the procrastination), I’ve chosen to keep up or reconnect with only a very few friends. And I realize an essential characteristic of real friendship: time doesn’t matter. However long the moments, weeks, or years between contacts, real friendship knows no steel-banded boundaries of time, distance, erratic mobile phone connections, or sporadic emails.
I recall a friend of twenty years ago, and I still cherish our many calls and visits. When we both moved, our interests diverged and contact ended.
The first article in this series, based on Rachael Cayley’s October 19, 2022, TAA webinar, “Confronting the Anxiety of Academic Writing,” considered the importance of taking academic writing anxiety seriously. The second discussed Cayley’s suggestions for tackling the intellectual and practical difficulties associated with writing.
In this third article, we delve into the first of Cayley’s three principles for reconceptualizing writing: using writing to clarify your own thinking. In subsequent posts, will discuss the other two principles: committing to extensive revision and understanding the needs of the reader.
