How to Write a Lot
Writing. That daunting tasks that looms ahead of every student and professor. Most people don’t have time to “write a lot” or at least so they think. The 8–10,000 word article sits before us like brocolli sits before a child wanting to get up from the table to play with the other kids. The task has to be done but it is difficult to begin. The book How to Write a Lot by Paul Silvia provides many practical tips on how to write a lot or more accurately as he describes in his final chapter How to Write More Productively During the Normal Work Week With Less Anxiety and Guilt (130).” The first three chapters: 1) Introduction 2) Specious Barriers to Writing A Lot and 3) Motivational tools are extremely helpful. The final four chapters provide many helpful tidbits but overal are focus more specifally for writing for the sciences.
Writing is hard and not natural. The act of writing takes practice, determination, and a set plan. Far too often academics long for the days off, spring breaks, and summer vacations to “get writing done” but then complain afterwards because of how much they did not accomplish. Writing is a skill that needs developed not a talent that comes naturally (6). Silvia provides four “specious barriers” that inhibit the writing process:
(1) _“I can’t find time to write” also known as “I would write more if I could just find big blocks of time_ (11).” This is a blatant lie. Don’t believe it. Productive writing comes in smaller scheduled chunks throughout the week. If you are trying to find time to write then you will never find time but will fall into the trap of “binge writing.” This means that you have one “successful” 6 hour writing period every couple weeks and it makes you feel good inside. Don’t believe the lie. Rather, allocate your time throughout the week to write and defend it as you would your teaching schedule, time with family, and other activities that are important to you.
(2) *“I need do to some more analyses first,” aka, “I need to read a few more articles* (18).” Use your scheduled writing time to do “prewriting” as well. If you need to review some more research then do it during your scheduled time. This is help not hinder your productive writing if you are on a schedule.
(3) “To write a lot, I need new computer (see also a”laser printer,“ ”a nice chair,“ ”a better desk”) (19). This is just a lame excuse!
(4) “I’m waiting until I feel like it,” aka “I write best when I’m inspired to write” (23). Waiting for “inspiration” does not work.
We all need motiviation to help us continue writing. The third chapter outlines several motivational methods for writing:
- Setting specific goals
- Setting project goals
- Set concrete goals for each writing day
Goal setting is needed when it comes to writing constantly If you run out of specific goals then you are likely to become disinterested and forget why you are writing. Next, you need to write down specific project goals (journal article, thesis, book section, etc.). This allows you to track and prioratize your goals. Once you have completed steps one and two you need to write down concrete goals for the writing session (number of words, pages to research, articles to review, etc.) Everyday can’t be a certain amount of words because writing involves more than just writing it takes preperation, research, and revisision. Finally, you should monitor your progress so you can look back and see how well (or poorly!) you did. Oh, and writers block only happens to those who believe in writers block…writing begets writing so take up and write (38)!
As I said in the introduction the first three chapters are chocked full of wisdom and practical advice (along with a swift kick in the butt to get to writing!). The fourth chapter encourages you to form a writing group to help you with peoples individual goals. Chapter five examines writing helps specifically in the style of your writing. Silvia notably points out that the writing and editing process are not one in the same. Write then edit do not try to do both at the same time. Chapters 6–8 are specifically focused on writing for the sciences. Many of the same principles can be used for other fields of writing (such as theology) but practically they are aimed for a different audience.
Overall, I found this book a helpful motivator to begin writing more. I hope to take many of the principles—especially in scheduling and goal setting—in my academic career. Did I mention that it is also only 132 pages so it is an easy read for one session.