Wrap-Up
In this lesson, we explored the specifics of writing, including strategies for getting started, identifying your writing preferences, co-authoring with collaborators, and iteratively improving your writing. The process of writing can be overwhelming and daunting. Our hope is that these strategies make this process more transparent, tangible, and realistic for you. Your ideas are important, and others want to read and engage with them!
In this lesson, we covered the following topics:
- Strategies for getting started with academic writing
- Identifying your writing preferences
- Co-authoring with collaborators
- Iteratively improving your writing
We hope this lesson was useful in getting to better understand writing strategies and that you feel prepared to further explore writing for your own research. In Course 4, Lesson 4, you’ll learn how to stay focused in order to complete your research and writing project by a deadline.
You may also be interested in the following lessons:
Further Learning
1. Boice, Robert. Professors as Writers: A Self-Help Guide to Productive Writing. New Forums, 1990.
While dated, Boice’s book explains some reasons that academics struggle to write and includes activities/assessments for reflecting on your own writer’s block. Boice presents a four-step process for writing without blocking time that may be useful. While it’s more focused on Boice’s own research, this resource is particularly useful for writers who may have negative self-talk (perfectionism, impatience, self-criticism, or fear of failure).
2. Leftwich, Amanda. “Reflective Journaling: A Daily Practice.” The Librarian Parlor. 2019 https://libparlor.com/2019/01/30/reflective-journaling-a-daily-practice/.
This blog post explains how reflective journaling can shape library practice. Leftwich’s emphasis on recording perceptions and reflections is useful for those still trying to determine their research interests and finalize a topic.
3. Rankin, Elizabeth. The Work of Writing: Insights and Strategies for Academics and Professionals. Jossey-Bass, 2001.
An easy-to-read guide on how to overcome common pitfalls in academic writing, Rankin’s book uses real scenarios and writing samples to make writing challenges concrete and tangible. The book discusses co-authoring, understanding journal requirements and disciplinary norms, making academic writing personal and interesting, and implementing communication tips. While a section of the book is dedicated to forming productive writing groups, these principles are still applicable to individual writers.
4. Silvia, Paul. How to Write a Lot: A Practical Guide to Productive Academic Writing. American Psychological Association, 2007.
This book emphasizes the practical considerations for writing, including how to allocate time for writing, how to set goals, phrasing and communication considerations, and specific nuances for writing books and journal articles. Silvia’s book is accessible and specific, though not all of it may apply in library and information science An interdisciplinary field that examines how physical and digital information is organized, accessed, collected, managed, disseminated and used, particularly in library settings. (LIS An interdisciplinary field that examines how physical and digital information is organized, accessed, collected, managed, disseminated and used, particularly in library settings.).
Fill out our post-lesson survey! This short feedback form is meant to assess the effectiveness of each lesson and its activities in the curriculum.
Wrap-Up
In this lesson, we explored the specifics of writing, including strategies for getting started, identifying your writing preferences, co-authoring with collaborators, and iteratively improving your writing. The process of writing can be overwhelming and daunting. Our hope is that these strategies make this process more transparent, tangible, and realistic for you. Your ideas are important, and others want to read and engage with them!
In this lesson, we covered the following topics:
We hope this lesson was useful in getting to better understand writing strategies and that you feel prepared to further explore writing for your own research. In Course 4, Lesson 4, you’ll learn how to stay focused in order to complete your research and writing project by a deadline.
You may also be interested in the following lessons:
Further Learning
1. Boice, Robert. Professors as Writers: A Self-Help Guide to Productive Writing. New Forums, 1990.
While dated, Boice’s book explains some reasons that academics struggle to write and includes activities/assessments for reflecting on your own writer’s block. Boice presents a four-step process for writing without blocking time that may be useful. While it’s more focused on Boice’s own research, this resource is particularly useful for writers who may have negative self-talk (perfectionism, impatience, self-criticism, or fear of failure).
2. Leftwich, Amanda. “Reflective Journaling: A Daily Practice.” The Librarian Parlor. 2019 https://libparlor.com/2019/01/30/reflective-journaling-a-daily-practice/.
This blog post explains how reflective journaling can shape library practice. Leftwich’s emphasis on recording perceptions and reflections is useful for those still trying to determine their research interests and finalize a topic.
3. Rankin, Elizabeth. The Work of Writing: Insights and Strategies for Academics and Professionals. Jossey-Bass, 2001.
An easy-to-read guide on how to overcome common pitfalls in academic writing, Rankin’s book uses real scenarios and writing samples to make writing challenges concrete and tangible. The book discusses co-authoring, understanding journal requirements and disciplinary norms, making academic writing personal and interesting, and implementing communication tips. While a section of the book is dedicated to forming productive writing groups, these principles are still applicable to individual writers.
4. Silvia, Paul. How to Write a Lot: A Practical Guide to Productive Academic Writing. American Psychological Association, 2007.
This book emphasizes the practical considerations for writing, including how to allocate time for writing, how to set goals, phrasing and communication considerations, and specific nuances for writing books and journal articles. Silvia’s book is accessible and specific, though not all of it may apply in library and information scienceLibrary and Information Science An interdisciplinary field that examines how physical and digital information is organized, accessed, collected, managed, disseminated and used, particularly in library settings. (LISLibrary and Information Science An interdisciplinary field that examines how physical and digital information is organized, accessed, collected, managed, disseminated and used, particularly in library settings.).
Fill out our post-lesson survey! This short feedback form is meant to assess the effectiveness of each lesson and its activities in the curriculum.