I used to be a binge writer and would write only when I thought I had enough time – which was never. I thought I needed blocks of time – like complete days – or long afternoons.
For me binge writing was like binging on sweet dark chocolate – chocolate cake or just plain dark chocolate. My favorite is Dove ice cream – not so much for the ice cream but for the dark rich chocolate coating.
I have learned from experience that binging on dark chocolate can make me feel – well not so good. So, I’ve learned to “manage” my binging and keep the richness of the dark chocolate to small amounts.
As with chocolate, I also learned several things from my binge writing days. The days when I would sit in the living room writing my thesis.
A fire was lit in the fireplace on a cold winter morning and I could see my fellow grad student friends walking to class or to the lab while I was inside with my Cup of Joe writing away.
What I learned was this.
- I accomplished less overall by binge writing. Writing the thesis/dissertation is a marathon – not a sprint – so I needed to pace myself.
- My binging was not sustainable. I just couldn’t do it day after day. What I discovered was I was spending more time re-reading and re-acquainting myself with my topic. It would have been better to have smaller amounts of time dedicated each day to writing. Not to mention how draining and tiring it is.
- I also realized that by expecting too much of myself – I could never achieve my goal. In fact, I learned that it’s best to start with a small goal. “There’s no such thing as too small a goal”. What a small goal did for me is to allow me to see my accomplishments and not get discouraged and quit.
- What I learned about writing is what I learned from my love of chocolate cake.
Writing is more than eating the chocolate cake – it’s about tasting the frosting or having one small bite. Writing can be that way as well. Writing can be done in bits and pieces. Having attended several writing workshops, I learned there is so much more to writing. - One key piece is to leave off at a spot where I can pick up – so the idea is not to finish all of it – but to get to a place where I can pick up where I left off last time. Sometimes, I would make a list or an outline of what I would write next and use that to get me started. That was a big take away for me. I use it today and share that insight with my students.
- The other important piece that I learned from writing workshops is that revising/editing, making an outline, checking references are all part of the writing process. So, when I only had 10 minutes, I can revise a paragraph or check the format of references. Each step gets me closer to my goal.
- In a short period of time, I can read my paper and examine my writing from a big picture perspective and ask, Did I make persuasive arguments? or Did I convey my ideas clearly?
- Other times, I can focus on word crafting. I learned this from a great teacher – What’s the best word to use here? Do I need a better adjective or fewer adjectives?
- Does the paper flow? Does it logically move from one paragraph to the next? Do I have my topic sentences at the beginning of the paragraphs?
- Finally, I learned to check for typos and punctuations by reading the paper outload and then focusing on each word to find typos. We all know how self-correcting word processing has-a-mind of its own – it may not be the word we were typing.
To Recap:
- Avoid binge writing it’s not sustainable
- Set smaller goals
- Leave off where you can pick up again
- There is more to writing than writing
- Revising and editing are all part of writing
Finally, if I write in long hand first and then type it up, I am more efficient as I am not trying to edit as I go.
Writing is hard work and tiring so it’s important to take breaks.
During the meeting make sure you show up on time. Follow your agenda and ask clarifying questions. You will want to bring concrete things for your advisor to provide feedback.
It is like learning to drive a car – trying to figure out how to coordinate every aspect of moving that vehicle safely down the road to your destination. While I know it’s automatic for me to know the research process, what questions to ask or what methodology to use, it’s not always clear to the beginning graduate student. For the novice, trying to figure out where to begin or what to do can be daunting and as clear as mud!
Research is not a straight path. It’s not an easy path. The road is not smooth or paved. There are many potholes and detours along the way – that’s why I love doing research. We make choices or decisions and these choices impact and affect the next decision on our journey. It’s discovery at it’s best.
You remember the story of a family going on vacation and driving a long distance. Along the way the children kept asking, “Are we there yet?”
Begin Now!Starting is the most important part of writing the thesis/dissertation. Don’t wait for it to be fully formed in your head and expect to write the perfect thesis/dissertation from beginning to end.
Set deadlines and be accountable! It is important to set deadlines for writing each section of the thesis/dissertation. You can be accountable to yourself and/or with other students in a writing support group. Practice setting deadlines. They will help you finish and get done. Use your outline to assist you in setting the deadlines. The outline can be most helpful.
Resist interruptions. You need to set boundaries. Be in a place where you can put a “do not disturb” sign on your door. Shut off social media. Use your phone and set a 30-minute timer and begin writing. I found if I hand write and let things flow, it is easier and more efficient. I am not trying to edit or correct spelling as I go. I do that as the next step. Editing is another step in the writing process. Here again, that you can set a timer and begin editing. You can check references and format; it’s all editing. The key is to stay focused and you will get done faster.
Celebrate! You need to reward yourself as you complete sections and make your deadlines. We all like rewards. Including me. It’s a way to encourage yourself to continue on.
There we were in Dr. Lewis’ textile chemistry class. Organic chemistry was the prerequisite. This was a very serious class. Dr. Lewis never smiled.
After class that day, I asked my classmates, “Did you know what Dr. Lewis was talking about?” They all said, no.
What I learned from that experience is this. Questioning is the art of learning. It’s okay to ask questions. Asking questions is the best evidence of understanding.
There is always something special about the first time you do something. It is exciting, it is scary, it can be rewarding, and there are challenges.
Oh, yes it can be scary. Like how am I going to relate to all the different folks in my group? What if my ideas are not the best? It is scary that I do not have all the answers and I think everyone else in my group thinks I do or should. Can I really collaborate? Will it be easier just to do this project myself and not rely on my teammates? What if we do not listen well to each other how will that affect our collaboration? Perhaps you can think of other scary aspects of collaboration that you could add to my list.
What does it take to succeed in today’s 21stcentury job/career sector? What is different from yesterday when many of us were entering the job “marketplace”? I actively seek out answers to these are questions to assist graduate students and post docs.
It is critical that all graduate students be able to communicate across generations – from Millennials to GenX to Boomers. Each generation has a different style and way in which they like to communicate from texting to face-to-face meetings. It is incumbent upon us to understand how to communicate across different generations and with diverse intelligent lay audiences. We are trained to communicate effectively with those in our disciplines. We need to expand our skills. The 3 Minute ThesisTMis an excellent way to practice this.
For you to bring value to the workplace, you have to bring you’re A+ game. That includes having these three skills in your “tool box.” That’s what’s different from yesterday.
As researchers, we often start explaining from the perspective of our own understanding, and sometimes the vast knowledge we have acquired in our field can be an obstacle to clearly communicating our research. It’s challenging for many of us in scientific fields to dial it back to the thousand-foot view so we can communicate with a general audience.
How can I gain experience in communicating science? There is the Alan Alda Center for Communicating Science at Stony Brook University that offers programs for masters and PhD students. The American Association for the Advancement of Science (AAAS) and the New York Academy of Science’s Science and the City program offer opportunities for scientists to engage. There are “science cafes” in many cities, or science museums where you can hone your skill. Finally, don’t forget the 3MT TM competition that many graduate schools are holding. Many schools are collaborating with faculty from communication disciplines and offering summer workshops and training. It’s up to you!
My niece called the other day asking for assistance. She was going on the job market and attending a conference where company reps and recruiters would attend. The first thing I asked her was, “Has your major professor talked you about what to do?” I wasn’t surprised by her answer – no. So, I told her that she wants to be better prepared than I was attending my first meeting.
Coffee breaks are important times. I use them to seek out people I want to meet or with whom to reconnect. I’m always keeping my network current. Finding out new pieces of information that can be helpful. Sharing what I am doing is important so my information gets circulated as well. Plan coffee breaks well – they are important. Make sure you plan to get some coffee too!