Getting Started

Getting started on a writing project is often the most difficult step. We have used a
number of tools to help us get started on writing projects. But no tool is perfect. Each
project requires adjusting your practices in moving through the writing process.
Develop a Research Agenda

Some individuals know early in their graduate studies what they want to research and can
benefit from establishing a formal research agenda — a plan for what they will write
about and develop expertise in their disciplines.
This plan can be organized as a time line for completing research projects, or it can be a
working list of research ideas and questions kept in a notebook, computer file, or personal
digital assistant.
Organize the Literature

Graduate students read and collect volumes of literature related to topics of interest.
Organizing this collection in a way that allows information to be found quickly helps to
write more efficiently. Organizing research articles might help in identifying gaps in the
literature, resulting in future research questions and possible manuscripts.
Software like EndNote and Excel spreadsheets is useful to catalogue and save collected
literature, such as journal articles and book information.
Take Critically Reflective Notes

When you are ready to read articles, use a method that works best for you to capture key
points. You might choose to print the articles and write in the margins, or you might read
the article on a computer using a software program like Adobe Acrobat or Microsoft
OneNote. Include not only bulleted clips of points of interest but also your critique and
interpretation of what you read.
Remember that being a scholar involves looking at a topic from all angles and developing
a logical argument. In addition to or in place of taking notes in the document, creating a
spreadsheet or table for capturing key concepts — for example, the purpose, research
method, and results — is useful.
Remember that the point of taking notes is not just to summarize but to critically reflect
on what you have read. Microsoft OneNote notebooks, Excel spreadsheets, and Word
tables can be used to record key information about articles.
In the example in Figure 3.4, a detailed Microsoft Excel spreadsheet is used to record key
information about articles. A spreadsheet captures information in a single document or
organizes notes by creating multiple sheets within a single workbook.
In the example in Figure 3.3, a Microsoft Word table is used to record key information
such as the citation, key words, and main points of articles reviewed for a writing project.

Free-write
Freewriting is writing about a topic without attending to grammar or stylistic rules. The
idea is to write anything that comes to mind without evaluating content or worrying about
grammar, overall coherence, or flow (Elbow, 1998). Editing, adding citations, and
polishing the writing so that it conforms to scholarly norms can be done after freewriting.
Freewriting can be a structured activity where specific time is set aside to free-write, or it
can be an unstructured activity where you write whenever you have something to write
about.
As a structured activity, you can free-write after reading one or more articles by writing
about what struck you and about ideas you questioned in the articles. We have free-
written on the computer, in notebooks, on sticky notes, and on napkins. Whether you use
information immediately or save it for future use, this technique is an effective way to
start the writing process.
Use an Interviewing Approach
Imagine that you are going to be interviewed about your topic. To prepare for the
interview, think about the questions you might be asked. List the questions and answers
to each. Include questions requiring critical reflection on the topic, and remember to
include the important, “So what?” question: Why should others be interested in this
topic?
When answering the questions, resist the temptation to quote someone else; instead, write
in your own words, and answer the questions aloud to hear how the content sounds. After
answering the questions, build your manuscript.

Develop Research and Writing Strategies

Each of us approaches research and writing in our own way (Torrance, Thomas, &
Robinson, 1994).
Some writers use a “think - then write” (Roberts, 2004, p. 390) strategy, planning content
and reviewing the literature before starting the actual writing process. This might include
developing a content outline to establish the flow of the manuscript before writing.
Other writers move back and forth between thinking, reading, and writing, using a “think
- while - you - write” strategy (Torrance et al., 1994, p. 390). In this case, a linear outline
or creative brainstorm of ideas for the paper might gradually emerge throughout this
iterative process of thinking, reading, and writing. First, you might think and read and
then begin to outline content. Then you might return to thinking and reading, followed by
adding more to the outline.
We have used mind mapping, a creative brainstorming technique, to help us think about
what we might want to include in a writing project.
Mind maps use radiant thinking: “associative thought processes that proceed from or
connect to a central point” (Buzan & Buzan, 1994, p. 57).
Mind maps can be developed using words, shapes, and even pictures. The idea is to
brainstorm main ideas related to your central topic and then to brainstorm additional
ideas associated with the main ideas. The process continues until you have exhausted all
possible ideas. At that point, clusters of related ideas can be developed into a more
structured outline, or the mind map can guide manuscript development.
Figure 3.5 depicts a high - level outline representing this chapter. Additional subtopics
could be added for more detail. Figure 3.6 shows the same chapter mind - mapped.
Details are added by expanding on the ideas presented.
Outlines and mind maps serve as flexible guides to help develop the manuscript; they are
not meant to dictate the process of writing. The best place to begin writing from an
outline or mind map is wherever it feels comfortable.
If you are writing a formal research paper and have drafted an outline or mind map, no
rule says that you must write the introduction before the literature review or method. The
objective is just to write. Remember that your outline or mind map is not carved in stone;
as the manuscript develops, you might add, move, or delete items.

Building Relationships
Entering the scholarly community requires establishing and nurturing relationships with
peers, faculty, and practitioners. Some of these individuals might become mentors, part of
a scholarly network, and future writing collaborators. In this section, we share our
experiences building relationships with other writers.

Establish Mentoring Relationships

Mentoring relationships can enhance the ability to pursue scholarly writing opportunities.
A mentor can be anyone who is an accomplished scholarly writer.
What is most important is finding someone with whom you can develop a comfortable,
collegial, trusting, and respectful relationship. Before approaching potential mentors,
learn about their work. Read their publications, and review their personal Web sites.
Through mentoring relationships, students can learn about the “discipline, habits, and
commitment required of prolific writers” (Engstrom, 1999, p. 270).
Mentors can teach students how to write for a public audience (Engstrom, 1999) and how
to enter into the scholarly community.
Mentoring should be an active two – way process — a conversation and exchange of
knowledge between two scholars. Therefore, select a mentor who is not afraid to give
direct criticism, can deliver it constructively, and welcomes constructive criticism in
return.

Build a Scholarly Network

Once you have established a research agenda and found a mentor, actively build your
scholarly network. Attending professional and academic conferences is one strategy.
These events provide opportunities to develop relationships with other scholars. In
addition to the main program, many conferences offer pre-conferences on specific topics.
Pre-conferences are usually more casual, fostering open dialogue and relationship
building among students and academics with similar interests. Sometimes conferences
host workshops and events to help aspiring scholars learn how to conduct research and to
write.

Collaborate
Students can collaborate with peers, colleagues, or established scholars. If someone is
working on a project that interests you, ask if you can collaborate. Also, ask others to
collaborate on your projects if you know they have similar interests. Collaborating allows
scholars to tap into each other’s expertise, illuminate multiple perspectives, and facilitate
scholarly discussion. This can lead to further clarification of your thoughts, better
expression of ideas, and deeper meaning making. Still, collaborating can be challenging.
As the manuscript develops, authors might disagree with each other’s’ feedback.
Reaching agreement on feedback and joining voices to create a comprehensive and
understandable manuscript, however, are critical to collaborative writing. Disagreement
over feedback can lead to further discussion with alternative methods of addressing issues
emerging, leading to more effective resolution of manuscript - related issues.

Building Writing Skills

Good writing is not an innate skill. Building writing skills is a multifaceted process that
requires practice and dedication and goes beyond learning correct grammar and
punctuation. It includes giving and receiving meaningful constructive criticism, finding
time to write, and overcoming obstacles that may prevent you from writing effectively
(for example, writer’s block and voice issues).

Give and Receive Constructive Criticism

Writing is an iterative process requiring many drafts, reviews, and revisions. Allowing
yourself to fully engage in giving and receiving constructive feedback can strengthen
your writing (Nielsen & Rocco, 2002). Formal and informal peer reviews are a
collaborative process (Reither & Vipond, 1989) in which writers receive constructive
criticism from their peers. The intent of constructive criticism is to illuminate unclear
areas, provide alternative viewpoints, and offer suggestions for improvement. Being
critiqued, however, can be intimidating because writing is such a personal activity
(Nackoney et al., 2007; Nielsen & Rocco, 2002).
When providing constructive criticism, students often focus on technical issues such as
grammar and punctuation flaws (Rocco, Parsons, Bernier, & Batist, 2003).

Find Time to Write

In an ideal world, we would prefer to have large blocks of time to work on projects.
However, this is not always possible. We therefore have to look for pockets of time to
write. You can be structured or unstructured with your time. Sometimes the most
opportune times are the easiest to overlook, such as using commuting time to write, read,
take notes, and edit manuscripts. Some people find small pockets of time ineffective for
productive writing and use them for relaxing and processing thoughts.
Creating a broad or narrow plan for completing writing projects is also an effective tool
to stay motivated and focused. Sometimes, however, creating and perfecting the plan can
inhibit your actual progress. In other words, you can become so fixated on the plan that
you fail to write. Even the best plan cannot always resolve competing priorities. So if
writing is a priority, something you may find helpful is scheduling writing time as you
would schedule other appointments and meetings and then honoring your commitment to
write.

Manage Writer’s Block

An Internet search of educational Web sites using the keywords “writer’s block”
produced over fifty - two thousand entries. All writers at one time or another become
blocked. Over half of all doctoral candidates end up ABD (all but dissertation) largely
because of writer’s block (Flaherty, 2004).
Preparing a scholarly manuscript is somewhat like putting together a jigsaw puzzle. A
few pieces might easily snap into place. However, when your manuscript does not take
shape quickly, you may become overwhelmed, frustrated, and blocked. The more you try,
the more difficult it becomes, creating confusion, anxiety, and self - doubt.
It is a good idea at that point to set a troublesome project aside. Relaxing or changing
direction sometimes allows you to gain perspective on that manuscript.
Unexpectedly, another piece might snap into place, and you resume writing. More
blocked moments may occur in the weeks that come, but with patience and persistence,
you complete the manuscript. As for those extra pieces, they provide the stimulus for
another manuscript.
Sometimes writer’s block occurs because we are burned out or have read too much and
experience information overload. Another common cause of writer’s block is the inner
critic (Boice, 1993). Each of us has an inner critic ready to criticize every word or
sentence. If we give in, a block is likely to follow. Other common causes of writer’s
block are low self -confidence (Roberts, 2004), fear of failure or rejection (Boice, 1993),
and perfectionism (Boice, 1993; Roberts, 2004).
Mind mapping (Germov, 2000) and freewriting (Elbow, 1998; Wahlstrom, 2006) are
helpful for eliminating writer’s block because they allow you to write in a
nonjudgmental, natural way.
Another helpful technique is talking through your ideas aloud. Conversing with others
can help overcome your feeling of being incapable of thinking of anything meaningful to
write. A recorder can be used to capture your thoughts in a manner similar to freewriting.
This material can then be incorporated into the manuscript.
Writer’s block also occurs when we are stressed and tired and when our goals or
expectations are unrealistic (Boice, 1993; Roberts, 2004). You might intend to spend two
or three hours at night writing, but after a ten - hour workday, this may be unrealistic. It is
important to nourish your mind and body through sleep, exercise, and healthy eating.
Write when you are most alert and can think clearly.
One of us writes more clearly first thing in the morning and programs half an hour to
write before heading to the office.

Express Your Scholarly Voice

Students often mimic academic writers rather than express their own voices (Rocco et al.,
2003). Voice refers to the way we reveal ourselves to others when we write (Richards &
Miller, 2005). Difficulties expressing one ’ s voice are evident in manuscripts where the
author has used direct quotes excessively or has excessively paraphrased others ’ work
(Rankin, 2001; Roberts, 2004) without critically reflecting on content or developing a
solid argument that will add something new to the knowledge base.
Being scholars means approaching everything with curiosity, continuously questioning
what we read, making new connections, and looking for gaps in the knowledge base. If
what has already been written and published could never be challenged, eventually the
scholarly flame would be extinguished.