Professors as Writers: A Self-Help Guide to Productive Writing
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Here is a proven book to help scholars master writing as a productive, enjoyable, and successful experience -- Author, Robert Boice, prepared this self-help manual for professors who want to write more productively, painlessly, and successfully. It reflects the author's two decades of experiences and research with professors as writers -- by compressing a lot of experience into a brief, programmatic framework. Like the actual sessions and workshops in which the author works with writers, this book admonishes and reassures. In the innovative book lies the path for sustained, highly productive scholarly writing!
(1978). The new diary. Los Angeles: J . P. Tarcher. lOEJbow, P. (1973). Writing withoullCacheT$. New York: Oxford University Press. llEdwardS, B. (1979). Drawing 011 the right side of the brain. Los Angeles: l.P. Tarcher. 12Jaynes, J. (1978). The origin of consciousness in Boston: Houghton Mimin. me breakdown of 'he bicameral mind. 70 Professors as Writers 13Both Brande and Elbow do discuss ways to move beyond the first stage. Brande lists techniques such as the .Istory in emb!)'Olt and
writing. The procedure for thought-substitution revolves around two simple concepts: plan/Illness and rehearsal. Planfulness begins with recoUections 100 1 l Professors as Writers of negativistic scripts and the generation of more positive, helpful scripts to replace them. Where, for example, self-talk usually focuses on the tiresomeness of writing, the theme might better emphasize the feelings of relief and satisfaction that await the end of the writing session. Similarly, self-talk
avoid a disrupted project, discovering that it was misdirected, can in fact be shown to be exaggerated. And, if your worst suspicions are confirmed (and then reconfirmed by other readers), you can discard the old project with a clear conscience. Step 2: ExterlUllity - Employ as much stimulus control as you need to .J stick with the project. Above all, emphasize limit-setting. Emphasize its conventional aspects where you schedule strict limits on how much time you'll devote to each stage of
work on writing apprehension stands as the prototype for assessing writing problems with empirical grounding. 2 In this section of the appendices I present a related effort at identifying inhibitions to writing. The Blocking Questionnaire (BQ) was standardized, in its present form, on two groups of academicians, 100 graduate students and 100 faculty members across a variety of disciplines in large universities. Its items, selected via factor analysis and criterion-related judgments (about writers
And, a general aversion to the demands and fatigue of writing is akin to a higber than normal level of seif-perceived laziness about writing. What We Can Learn From Analyzing Writing Problems In my experience, professors contemplating changes in their habits and attitudes derive several benefits in taking a brief look at the nature of writing problems. Doing so reminds us what a fascinating topic writing is; most professors simply enjoy thinking and talking about the subject. Once reminded