Get on with it

Get on with it

Writing tipsEloquent writing rarely emerges fully formed on the page. My recommendation is to write often, daily if possible, and not to be too self-critical about early versions. Writing may be hard mental work but the graft and the craft need to be enjoyed too. Get on with it. If the first draft is a poor attempt you can always improve it. And if it reads well, enjoy the gift and continue. When you have a more polished version, it helps to seek the constructive feedback of trusted advisers.

Duncan Forbes
5 April 2017

Let your unconscious do the work

Let your unconscious do the work

Writing tipsSometimes our unconscious mind knows the answer before our conscious mind does. Here’s how to harness the power of the unconscious when working on assignments:
1. Start early. Make notes on what you think the answer might be, even before you’ve done any research. This prompts your unconscious to start mulling it over.
2. Alternate between research and writing up your notes. Writing about what you’ve just read, in your own words, will help your unconscious to process the information before you continue to research.
3. Stop and start. Taking a break or working on two assignments gives your unconscious time to work on one problem while you are busy with another. When you return to the first assignment you will bring a fresh perspective — and maybe new insights.
4. If you finish early, don’t hand your assignment in just yet. There’s still time for your unconscious to wake you in the night and provide another insight.

Heather Dyer
25 January 2017

Keep It Simple, Stupid!

Keep It Simple, Stupid!

In my day job as a ghostwriter, I’ve worked with half a dozen SAS men over the years and I soon discovered one of their favourite acronyms: KISS – Keep It Simple, Stupid. They use it in relation to planning active-service operations, but it’s good advice for undergraduates too. I’m not suggesting that it will enable you to kill silently in 93 different ways or carry a 50-kilogram Bergen military rucksack up and down Welsh mountains at top speed. (If that’s your aim, you’d better drop out of university and join the SAS instead.) But it will help you produce written work that is clear and concise, with an argument that is readily apparent — earning you high marks and the undying gratitude of your tutors.

Many undergraduates – and indeed, some academics – appear to believe that academic writing should consist of complex, convoluted sentences, littered with polysyllabic words and obscure concepts, and so jargon-laden that even the experts struggle to understand it. Even promotional writing can suffer from the same flaws as academic writing, as in this example (rendered anonymous to spare the writer’s blushes): ‘T*** H***** exercises synergies in a multi-platform social media paradigm that creates a new creative cultural space for blue-sky thinking. He leverages best-in-class solutions to communicate key performance metrics in a distributed yet centralised real-time goal-oriented proprietary methodology.’ Can anybody understand this?

Sometimes I’ll challenge undergraduates to tell me what a particular sentence they’ve written means and they’ll say, ‘I don’t know, I thought it sounded impressive.’ It doesn’t. If you don’t understand your own argument, how do you expect anyone else to? The solution is not to sound as if you’ve swallowed a thesaurus, with a dictionary for dessert, but to write in a way that is simple, direct and comprehensible, so that your argument shines through.

Even better, once you’ve acquired the habit of straightforward writing, you’ll find it useful in all sorts of other contexts: writing a CV, a personal statement, a job application or even a love letter. Give it a try — you’ll find that keeping it simple makes sense.

4 January 2017
Just do it

Just do it

Writing tipsFeeling stuck with your assignment and don’t know how to get started? Stop worrying — your work doesn’t have to emerge perfectly written straight away. You don’t need to start by crafting a brilliant opening paragraph. That will come later. Start by scribbling down your ideas and work your way into the writing. You will soon get into the flow. Don’t worry about academic language either. Students frequently feel the pressure to write in an unnatural academic style full of jargon. Have confidence in your own voice — you have a unique contribution to make. Write in the way that feels most comfortable for you; later, you’ll rewrite and edit your work to ensure the content is accurate and expressed in the correct style. For the moment, just do it.

Lucy English
7 September 2016
Overcoming writer’s block

Overcoming writer’s block

Lucy English

IMG_7200_Lucy_Portraits

Image credit: Simon Goldstein

Writer’s block — we’ve all experienced it, whether we are novelists pondering over a plot twist or students battling with their thesis. How can you snap out
of it?

This year, along with Royal Literary Fund Consultant Fellow Helena Attlee, I co-facilitated two workshops for undergraduate Social Work students at Glyndwr University in Wrexham. We focused on academic writing and dissertations. The Social Work course is mostly practical, and the students struggle with academic writing. Although they were not taking a creative subject, we adopted a creative approach to the workshops to assist students who felt stuck and help them to work their way into their writing. When faced with a dissertation to write, university students are often given a bulleted list of tasks but this doesn’t always do the trick. People may not work in a linear fashion; they learn in different ways, and sometimes, a left-field approach is better for getting your ideas flowing.

If you’ve got writer’s block, a physical approach may help. I encouraged the students to leave their laptop on the table, move around, walk about — even dance! I handed out pads of sticky notes and suggested they pick a section of their dissertation to think about and write each idea on a sticky. Alternatively, they could take a visual approach and draw or doodle instead. With the ideas down on paper, they could shift them around to play with the order.

At the time, I was in the middle of my PhD in Digital Writing, which involves writing 48 poems to accompany short films for an online poetry and film collection. I was stalling with the critical analysis element. Running the workshops gave me confidence in my own academic writing. I adopted the tips I myself had recommended to students in the sessions and succeeded in kick-starting my own work. Perhaps a case of ‘do as I say, and I will too.’

3 August 2016
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