In the previous tip, I argued for the use of exploratory writing—writing whose purpose is to explore ideas, not writing that helps you communicate with other people—and I’m going to follow up on that notion here to focus on the emotional difference between practice and performance—between writing to learn from the process and writing something that other people will see and evaluate. One of the main anxieties that people face is about how their work will be received, and if that can be put aside, even for a time, then writing anxiety can be reduced and writing productivity increased.

To reduce writing anxiety, it helps to re-imagine the practices in which you engage. People who struggle with writing anxiety often think of “writing” as only meaning the most difficult projects—the dissertation, the journal article, etc. They reduce “writing” to only those projects where they face serious writing blocks and anxiety. Meanwhile, these same people often write eloquently and effectively in a number of other roles—they email friends, they reach out to scholars whose work they appreciate, they make posts on social media, they complete administrative and educational materials, etc.