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Academic writing as a journey through “chutes and ladders”: How well are you managing your emotions?
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Commentary
Academic writing as a journey through “chutes and ladders”: How well are you managing your emotions? ⁎
Kristin K. Jankea, , Kyle John Wilbyb, Robin Zavodc a b c
University of Minnesota College of Pharmacy-Twin Cities, 7-159 Weaver Densford Hall, 308 Harvard St SE, Minneapolis, MN 55455, United States School of Pharmacy, University of Otago, PO Box 56, Dunedin, New Zealand Midwestern University Chicago College of Pharmacy, 555 31st Street, Downers Grove, IL 60515, United States
A R T IC LE I N F O
ABS TRA CT
Keywords: Academic writing Emotional intelligence Self-awareness Social awareness Self-management
Introduction: By acknowledging the range of emotions that accompany most writing projects, some relief can be offered from the unrealistic expectation that this process “should be easy.” In this commentary, we explore the emotional habits of writing as described by Dr. Helen Sword in her book Air & Light & Time & Space and offer strategies to smooth the path that can be hastened and/or challenged by the various “chutes and ladders” that writers can encounter along their journey. Commentary: Using an emotional intelligence framework coupled with self - reflection questions, this commentary explores aspects of self-awareness, self-management, motivation, social awareness, and relationship management, as they relate to writing and the writing process. As each topic is teased apart and related to the writing process, strategies are offered to buoy authors successfully across the turbulence as a variety of “chutes and ladders” appear along the journey. Implications: An author's response to the angle and/or length of the “chutes and ladders” encountered can positively or negatively impact current and future writing productivity. To mitigate a range of emotional hurdles, writers need a core set of strategies that can be derived from the emotional intelligence framework.
Emotions in academic writing Happy, sad, angry, frustrated, satisfied, joy, disgust, resilient, scared, elated, anxious, surprised. The spectrum of emotions that one experiences when writing can be broad, intense, and dynamic. Whether it is attempting to put words into a first draft, or perhaps responding to editor and reviewer comments, humans are inherently vulnerable to a wide range of emotions that may positively or negatively influence writing motivation, progress, and desire to continue writing. These triggered emotional experiences may quickly turn writing “highs” into writing “lows.” To assure clear thinking and our best problem solving, Robert Boice, professor of psychology and noted academic writing expert, argues that emotion in writing is best at moderate levels.1 Recognizing and managing our emotional responses can be a key to improving writing performance. And, there are many opportunities for addressing emotions during the writing process. After all, the journey from idea to publication is long. In fact, it could be considered as similar to taking a trip. For a fuller appreciation of the many ways and places that emotions may influence our writing actions, let's explore this analogy a bit.
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Corresponding author. E-mail addresses: [email protected] (K.K. Janke), [email protected] (K.J. Wilby), [email protected] (R. Zavod).
https://doi.org/10.1016/j.cptl.2019.11.001
1877-1297/ © 2019 Published by Elsevier Inc.
Please cite this article as: Kristin K. Janke, Kyle John Wilby and Robin Zavod, Currents in Pharmacy Teaching and Learning, https://doi.org/10.1016/j.cptl.2019.11.001
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Table 1 Mental hurdles in writing (chutes).2 Distaste for writing Lack of time/busyness Lack of confidence Writing anxiety/writing apprehension Inability to start/inability to finish Psychological disruptors/Mental health Distractions Self doubt Maladaptive writing habits/work habits Impatience Procrastination Perfectionism Internal critics Fears of failure Negative early experiences
Academic writing as a journey During the writing journey, there are many stops to get excited about. We may anticipate the start of the writing phase (i.e., “getting going”) and appreciate that the data collection is behind us. We may relish opportunities for continued data analysis, experimenting with data presentation or teasing out the most substantive findings. We may enjoy re-engaging with the literature, diving deeper and articulating our contribution to the knowledge base. We may also celebrate pressing submit or getting notified of an acceptance. In addition to the traditional, chronological milestones that occur during writing, we may have other less predictable, positive stops on our journey. For instance, we might experience a sense of accomplishment at refining an argument or fixing a particularly challenging passage. We might notice our own skill development as an author or become aware of our emerging expertise in a new disciplinary area. We may receive an acknowledgement or validation by others on our writing team. Or, we may appreciate that this work sets up future work or collaborations. Even after the manuscript is published, there are stops on our journey. For instance, there may be a supportive Letter to the Editor in response to our work, a burst of social media attention or a highly visible mention of our study. However, not all stops on this journey are welcomed or positive. In addition, not all movement is forward. Writing has setbacks, such as competing priorities or unresponsive co-authors. Setbacks might be considered chutes that send us tumbling backward a few steps or all the way to the start. They may come from a variety of sources (e.g., self, co-author, reviewer, editor). We may have some control over some chutes (e.g., personal limitations, team slow-down/paralysis, inadequate data) and less control over others (e.g., lack of substantive findings, aggressive reviewer comments). Some setbacks may result from well-known and well-documented mental hurdles related to writing (Table 1). However, academic writing also has ladders, if we choose to look for and use them. For example, our writing may be propelled forward by adding a new member to our authorship team to provide expertise that was lacking (e.g., area of literature, research methods, analytical methods, writing skills). When there are questions, a quick call to the editor may clarify fit and expectations, allowing us to sidestep frustrations and additional work as our team is polishing and preparing for submission. While some ladders may be more well-known or discussed more frequently in the academy, there are other ladders that have received less attention. For instance, a smoother path through peer review might be created by arranging a robust internal review with departmental colleagues prior to submission. Regardless of their origins or visibility, these ladders all require some effort on our part to climb. Furthermore, each chute or ladder that we experience has an angle and a length, similar to the range and depths of our emotions. The larger the angle, the steeper the learning curve, the more tenacity required. Authors often identify that statistics and related analyses represent a steep ladder, requiring significant emotional and cognitive perseverance. However, the payoff for this effort can be substantial and potentially impact future work. The length of a chute or ladder is somewhat akin to the time it takes us to fully experience a given emotion. The annoyance with “Reviewer #2” may be an intense, short-lived chute (i.e., irritation), whereas the seemingly endless revision process feels more like a constant dull ache. 2
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Fig. 1. The Authors' Examples of Writing Strategies Aligned with the EI Framework.
We posit that these chutes, ladders, and stops along our writing journey all have associated emotions. Those emotions might keep us on the freeway, enjoying the ride and moving productively toward the goal. Or, they may leave us stalled along a desolate roadside, tending to a flat tire. How do we foster the positive writing-related emotions that help us to write at our best? How do we manage the negative writing-related emotions that make writing slow, painful or ineffective - or worse yet - those emotions that keep us from writing at all? The aim of this paper is to explore the connections between emotions and academic writing. Specifically, our goals are to: 1) prompt self-examination of emotional habits related to writing, 2) present insights and tips to assist in recognizing and managing writing-related emotions, 3) aid in harnessing and re-directing energy toward building several key emotional habits in academic writing. Using the EI framework The emotional intelligence (EI) framework3–5 provides a model that can help us acknowledge and work through the writingrelated emotions we experience. The following sections provide an overview of the framework. Self-awareness, self-management, motivation, social awareness, and relationship management are relevant to identifying emotional responses. However, they're also relevant to building strategies to overcome setbacks (chutes) and to developing the awareness and courage to accelerate our work (ladders). Using several emotional intelligence models,3,5 the literature on writing and our own experiences, we have defined questions for reflection and example strategies that authors might use. We have also provided examples of the strategies we used during the writing process for this commentary (Fig. 1). Admittedly, there's a lot to consider and digest within the tables and text. Readers may wish to approach the manuscript in multiple sittings. It may also be helpful to read and discuss with colleagues, co-authors and mentees. There may also be a role for reading and then revisiting some months later when a different set of writing projects are in motion or a different set of circumstances is generating different emotions. Self-awareness As Daniel Goleman has described, self-awareness is “the ability to recognize and understand your moods, emotions, and drives as well as their effect on others.”4 Others have described self-awareness as knowing yourself as you really are.5 How well do I notice my writing related emotions? Self-awareness also helps us to recognize our inner dialogue related to writing and to make observations about our writing processes and experiences. Strong self-awareness helps us to distance ourselves from harsh critiques, while still looking for the truth that may be hidden within a seemingly virulent comment.4 It allows us to observe and investigate our experiences by stepping back and hovering above or beside, rather than getting immersed or lost in the main flow.3 In addition, self3
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awareness is the fundamental emotional competence that other emotional competencies, such as self-management, build upon.3 Consider, for example, the emotions one experiences when approaching the first submission of a manuscript to a highly sought after target journal. Anxiety and lack of confidence may lead to self-doubt and procrastination. These feelings and behaviors may then lead to decreased productivity and wasted time trying to perfect something that may already be of high quality for submission. Being self-aware by recognizing these emotions and managing the inner dialogue that accompanies them may enable us to take a step back and adopt an objective approach to finalizing the manuscript, instead of getting caught up in the emotions and feelings that fuel unproductivity. Learning how to recognize (‘be aware of’) when and where these detrimental emotions occur is likely a key to maturing as authors and fostering productive writing. Our inner thoughts, feelings, and dialogue may either positively or negatively influence our writing. Robert Boice advocates that as writers we think back to the last time we encountered a writing setback and ask ourselves, “What was going on in my head when I found I didn't feel like writing? What was I feeling? What was I thinking?” 1 Jensen argues that we must not allow our ‘inner demons’ to sabotage us.6 She acknowledges her magnum-opus demon (My work must be magnificent!), hostile-reader demon (My work must be impervious to every possible criticism!), the impostor-syndrome demon (But it might reveal me to be a fraud!) and compared-to-X demon (I'm not measuring up). She suggests that we invite our demons to tea and their lesser writing-process-spirits, like the cleared-deck genie (who claims that writing will be easy when my current distractions disappear). She argues that denying and avoiding our demons won't exorcise them. Instead, we should name them, acknowledge them for what they are (e.g., insecurities), ask if they are truly valid and then either let them go or arm ourselves against them. Noticing and understanding our emotions and tendencies takes honesty and courage.5 It's more than acknowledging the preference to write in a coffee shop. It's a continuous process of taking time out to notice and understand our emotional reactions to writing. Table 2 provides questions to assist in generating self-awareness related to writing, as well as strategies to bolster it.
Self-management Self-management is the ability to control or redirect disruptive impulses and moods.4 Rather than fly off the handle, self-management allows us to use our emotional self-awareness to actively choose what we say and do.5 Writers manage emotions triggered by co-authors, reviewers and editors, such as frustration with a writing partner that chronically misses deadlines. Writers also manage emotions related to our own mental hurdles (Table 1) and inner dialogue. What do we do when our emotions related to writing are of great intensity? Or linger past an appropriate point? The core components of self-management include reflection and thoughtfulness, Table 2 Maximizing self-awareness related to writing. Self-Assessment Questions
Example Strategies (Ladders) Notice Emotions Acknowledge your feelings and emotions related to writing. Be conscious of their influence on your writing habits.
1. Am I well-prepared, calm, and confident when I write? 2. How do my feelings about writing affect my performance? 3. How am I affected by writing-related events, particularly negative ones?
Observe the “ripple effect” from your writing-related emotions.5 Identify the consequences of these emotions. Notice who and what pushes your buttons.5 Note the positive and negative triggers related to writing. Recognize Inner Dialogue Actively listen to your inner dialogue. Acknowledge the source, determine if valid, arm against the negative.6 Make Observations When you experience boredom or anticipation (or other emotions) related to writing, don't ignore it. Ask why that emotion is happening and what you can do about it.5
4. What does my inner dialogue sound like (overly critical or overly optimistic)? 5. What negative “self talk” do I use related to my writing? 6. How well do I learn from my writing experiences? To what degree do I observe, investigate, and reflect on my writing process and experiences, particularly negative ones? a. How do I foster self-observation? b. When do I explore my actions/behaviors? c. How do I prompt myself to reflect on what does/doesn't work? 7. How does writing with others contribute to my enjoyment of writing? Productivity?
Take note of mental hurdles related to writing (Table 1) and your response. Ask yourself why you do or do not write. Examine yourself under stress (e.g. the pressure of a deadline). Identify the warning signs that precede declines in writing productivity due to those stressors. Honest Self-Appraisal Don't avoid the discomfort that comes from seeing yourself as you are.5 Critically assess your writing abilities, acknowledging gaps/limitations in your knowledge and/or skills
8. How honest am I with myself about my writing? (not overly critical or overly optimistic) 9. How well do I do at asking for help with my writing? 10. How frank am I in acknowledging writing related failures? 11. How well am I using a growth mindset7 for my writing-related skill development?
Acknowledge the truth within critiques without being overly sensitive or defensive.
4
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Table 3 Maximizing self-management related to writing. Self-assessment questions
Example strategies (ladders) Managing tendencies and triggers Don't make excuses.8
1. How well do I manage writing-related tendencies (e.g. impatience, procrastination, perfectionism, self-doubt) that lead to writing related problems? 2. How well do I manage triggers (e.g. distractions, anxiety) that lead to writing-related problems? 3. How do I respond to pressure? 4. How long am I affected by writing-related events, particularly negative ones? 5. Have I talked myself out of even trying to write? How is this related to my feelings of preparedness and confidence? 1 6. What is the relationship between the quality of my writing and my state of well-being? 1 7. How comfortable am I with writing-related ambiguities? (in process or outcome) 8. How open am I to writing-related changes? 9. How well can I suspend my reluctance and/or disbelief and trial different approaches to writing?
Don't allow emotions to lead you without reason. Compare what your emotions are telling you to do (e.g. wait for the opportune writing time) vs. what reason is telling you to do (e.g. write regularly to keep the creative juices flowing).5 Develop a plan for negative tendencies and/or triggers. (e.g. When I doubt myself, I will…)
Cultivate writing agility Acknowledge that writing involves some unknowns. We may begin the journey knowing the direction, but it's not until the team continues to work with the literature and/or data that the exact destination (e.g. argument, interpretation) becomes clear. Actively look for different ways to accomplish writing tasks. Ask co-authors for writing process or outcome related ideas. For instance, “We might generally approach the presentation of data this way. What other ways might work?” Trial different or competing ideas. Draft them both up and see which one works best.
trustworthiness and integrity, comfort with ambiguity, and openness to change.4 Consider, for example, the case of opening your email to find an editor's decision of “major revision” to a manuscript you had worked on for the past year. As you read the reviews, you find yourself becoming frustrated, annoyed, or even angry, when it becomes clear that one reviewer does not understand the subject area, or the approach used in your methodology. Your first reaction is that this is unfair and that responding to these comments will “completely change the paper” to something you believe will be less desirable. You then email your collaborators and suggest submitting the paper elsewhere because you “truly cannot imagine” how you will be able to satisfy Reviewer 2. To many, this response may seem reasonable and perhaps familiar. However, could your actions in this case be a poorly regulated emotional response to negative feedback? Although we often do not have much control over the timing of emotions, self-management can help us control how long the emotional response will last.3 Self-management is more than stopping emotional eruptions that get in the way of our productivity or frustrate our co-authors. Once we understand what's going on under the surface, we can quickly size up the situation, take control, react nimbly and take the initiative that will move us toward our goals.5 Table 3 suggests questions to help explore self-management related to writing and strategies to help support it.
Motivation The motivation to write is frustratingly complex and, at times, elusive. Feelings of enthusiasm, pleasure, or even anxiety, can propel us toward accomplishment.3 Boice comments that “when we write with both calm and confidence in hand, we work in an ideal state of motivation, one marked by patience and enthusiasm…”1 In addition, he argues that we shouldn't wait for inspiration. “Motivation and inspiration come most reliably in the wake of involvement.”1 He continues, “Writers too seldom find their work appealing and comforting; instead, they force writing with a hurried pace, a lagging confidence and a lingering malaise. As a rule, poorly motivated writers remain ambivalent about writing and inconsistent in turning intentions into actions. The result is misery, silence, or both.” 1 Dan Pink provides a simple model for motivation that includes allowing for autonomy, fostering mastery and tapping into purpose.9 While we may feel pressure to write, we have considerable flexibility in the process of our writing and even in the structure and contents of the product (i.e., autonomy). By embracing those elements of the process and outcome that are flexible, we can increase our motivation. This might include experimenting with the where, when and how of writing,10 as well as different article types and writing styles. With regards to mastery, people with high motivation seek out creative challenges and ask to be stretched.4 They also set their sights high. They may seem restless with the status quo, want to raise the performance bar or like to keep score. They take great pride in a job well done and display strong commitment and loyalty to the work and/or team. They also remain optimistic when the cards are down.4 This optimism buffers them from falling into apathy.3 Their hope protects them from giving in to anxiety or defeatist attitude in the face of difficult challenges.3 Purpose can fuel energy and drive. When discussing the habits of highly effective writers, Toor states that they don't make excuses 5
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Table 4 Maximizing Motivation Related to Writing. Self-assessment questions
Example strategies (ladders)
1. What gives me energy related to writing? How can I create more energy for writing? 2. What changes can I make to more frequently write within a state of calm and confidence? 1 3. How consistently do I turn my writing intentions into action? How can I more consistently turn my intentions into action? 4. Do I find my writing appealing and comforting? 1 How could it be more so? 5. How does intellectual curiosity fuel my writing?12 6. How does the level of challenge influence my writing motivation?12 7. How am I advancing my writing skills through my most recent writing projects? 8. To what extent do I strive to raise the performance bar with my writing?
Create autonomy Identify energy sinks/amplifiers (for yourself and the team). Seek to foster the amplifiers and manage energy sinks. Experiment with the process of writing and examine the effect of changes on motivation. When struggling, try beginning with prewriting activities (e.g. patient planning/organizing, reading, conceptual outlining).1 Develop mastery Be curious by asking questions not only about the writing subject, but also the craft of writing and the writing process.12 Control the level or type of writing challenge to stretch, but not overextend skills.12
9. What am I passionate about writing about?10 10. What/who drives my commitment to a project/writing? What are the internal factors (e.g. competitiveness)? The external factors (e.g. relationships with the authorship team)? 11. How well do I use my values and goals to influence my writing? 12. How am I using my strengths/talents when I am engaged in the writing process? 13. Am I/are we intentionally and deliberately taking risks related to writing in order to achieve a worthy end?12
Keep a growth mindset to assist with continued writing skill development.12 Tap into purpose Follow your inner compass.11 “Map the gap” to build the confidence that comes from contextualizing your work within the field. Examine your writing tasks/projects and their alignment with: – your values, goals, and passion10,12 – your own strengths/talents, as well as those of the team. Explore the “ancillary effects” of writing e.g., team-building. Write a “significance of this contribution to the literature” statement to clarify the value of your writing to the discipline. Cultivate positivity in writing Brainstorm a list of positive things that will happen when you complete your writing project. What will it feel like to finish? What opportunities might it open up for you?13
14. To what extent am I positive and optimistic through the ups and downs of writing? 15. What influences positivity in my writing? 16. How did I feel when I last wrote without forcing myself or the writing?1 17. How would I describe my last peak writing experience?1
Design writing sessions to maximize flow.12
(e.g., my muse is gone), that they believe in themselves and their work and that they're passionate about their projects.8 Brown suggests that writers should follow their internal compass as a scholar.11 This means allowing our work to be propelled by the questions and dilemmas inherent in the work. She suggests “immersing yourself in the essential texts and theoretical approaches of your discipline” and “allowing yourself time to identify gaps and to test your intuitions about why those gaps exist or how they might be filled.” This time helps us to stake our intellectual claim - our contribution - and uncover new areas for future work.11 Most academics have conducted work that has not been published, for one reason or another. Think about an unfinished project. In some instances, there was a conscious or an unconscious decision to not pursue the work. Perhaps the decision was good, e.g., the work was not particularly consequential. But, perhaps there was just not strong motivation. Daniel Goleman refers to motivation as the “master aptitude” - a capacity that affects all other abilities, either facilitating or interfering with them.3 Table 4 provides suggestions for maximizing writing-related motivation. Social awareness It's easy to think of writing as a solitary activity. However, it has some social components. Increasingly, we write in authorship teams and, of course, we're working with peer reviewers and editors.14 We're also writing for a particular audience and need to connect with our readers, if our writing is to be used. Some emotional intelligence models refer to “empathy” as the next EI component,3,4 while others refer to “social awareness” or the ability to recognize and understand the emotional makeup of people.5 We'll use the latter. Social awareness involves looking outward to learn about and appreciate others.5 Those that are high in social awareness are present and give others their full attention. They are keen observers; they notice and interpret cues that are available to them through body language, facial expressions and tone.5 They excel at building and retaining talent, cross-cultural sensitivity and service.4 As a key component of emotional intelligence, social awareness helps individuals build trust with others and facilitates the development of rapport. Being socially aware not only strengthens collaborations (i.e., researchers connecting with each other),14 but also potentially enhances the impact of your work (i.e., scholars connecting with readers and peers). If you want readers to be “tuned 6
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Table 5 Maximizing social awareness related to writing. Self-assessment questions
Example strategies (ladders)
Writing FOR the Audience (i.e., end user, peer reviewer and editor)13
Know your audience(s) Consider the average reader's knowledge and interest and write in a way to “meet them where they're at.”
1. How does social awareness play a role in my writing for an audience (readers, peer reviewers, and editors)? 2. Have I considered my audience's existing knowledge base in what and how I write? 3. To what degree do I create a positive experience for the reader? 4. What do I want my audience to experience? As they read my work, what do they “feel”? (A sense of….) 5. Have I put myself in the shoes of a peer reviewer? 6. Have I put myself in the shoes of the Editor? How well do I understand what is important from a journal's perspective? (e.g. Should I ask for permission or forgiveness?)
Have a colleague review the manuscript prior to submission to provide critical comments. Participate as a peer reviewer in relevant journals to see what it is like from ‘the other side.’ Browse journal issues to see if your manuscript is aligned with conversations being curated by that journal. Pay attention to a journal's scope and its author instructions to make sure the paper is well-prepared for the editor's initial review.
Writing WITH a Team
13
1. How does social awareness play a role in my writing with others? 2. How well do I understand the perspective of my co-authors? (e.g. training, experiences, preferences) 3. How well do I recognize the cues related to my self-management, including mismanagement and micro-management, and how they can potentially positively and/or negatively impact the writing? 4. How does my availability and openness with others impact the relationships between me and my writing team? 5. Do I trust my co-authors with their respective skills (e.g., stats)? 6. Do I need to feel in control and that makes it hard for me to rely on others?
Acknowledge and accommodate the need for editors/reviewers to uphold standards. Know your team Recognize that there are situations when we need to rely on others, as well as situations when others need to rely on us. We don't do much in life “alone.” Schedule regular update meetings and/or writing meetings to discuss the manuscript and progress made/challenges encountered. Watch for signs that others are struggling or experiencing conflict.
into” your work, then you must be “tuned into” them. Writers need to be aware of the perspectives of others so that you can better write for and with others.13 When you are writing you may want to keep in mind the question(s) a reader (i.e., end user, peer reviewer, editor) might be looking to answer. What is it that they want to know? Is your work sufficiently compelling to satisfy the reader's curiosity? If the reader is looking for a solution to a similar problem, you can increase the overall value of your work by offering distinct perspectives and arguments in the story that you tell. Social awareness also extends to the writing team. For example, it's critical to be sensitive to signals that a co-author may need help in completing tasks. We all run up against competing demands and life circumstances that may hamper our participation. Coauthors may also need coaching, particularly when they're seeking to build skills. This may involve a keen sense of how to give effective feedback and when to push for better performance.4 Consider pesky Reviewer 2 who states that your data analysis is “over his head.” He then reports that it is therefore difficult to understand the results and discussion sections of your manuscript. The reviewer assigns a publication recommendation of “major revision” and offers little concrete guidance. Now the reviewer's knowledge gap becomes the author's problem. The socially aware reviewer might have alerted the editor of this deficiency at the outset. The author, who is not particularly socially aware, may elect to completely ignore this reviewer, as in “that is his problem, not mine.” However, the socially aware author might choose to step into the reviewer's shoes5 and assess where the reader's knowledge is likely positioned.14 The author then revises the data analysis section to include additional description of the processing and thinking that was used during the analysis. Table 5 provides reflective questions and example strategies related to social awareness. Relationship management In today's research environment, writers must not only be socially aware, but also socially skilled. We may be working within a large, multi-institutional team with each member having their own goals for participating. We may be melding the expectations of senior authors with the needs of newer authors. We may be navigating politics or history at a particular journal. In our own writing of this manuscript, we've managed differences in approach born from disciplinary backgrounds and differences in writing process based on experience and preferences. We've also adjusted writing tasks based on the evolving direction of the paper, timelines as efforts needed to go to competing demands and meeting times based on travel plans and time zones. Some EI models refer to the need for social competency,3 social skill4 or relationship management.5 Socially skilled people effectively manage relationships and build networks. Socially skilled writers may have a wide circle of collaborators and acquaintances, and work according to the assumption that nothing important gets done alone.4 In addition, socially skilled individuals possess an ability to find common ground and build 7
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Table 6 Relationship management related to writing. Self-assessment questions
Example strategies (ladders) Build relationships Be open about your writing experiences and curious about the experiences of others.5
1. How well do I appreciate the value of diverse writing approaches and contributions to the writing?12 2. How well do I tap into the talents of my co-authors? 3. How do I assist when they are struggling? 4. How well do I manage conflict within the team? 5. How can my co-authors help me to recognize and manage emotional challenges related to writing? 6. How well do I receive coaching/mentoring/advice related to my writing? 7. When/how do I offer coaching/mentoring/advice?
Create an inventory of the writing team's strengths. Ask clarifying questions and for examples when receiving feedback on your writing.5
8. How well do I amplify positive contributions and interactions during the writing process? How well do I diffuse or respond to negative ones? 9. How can I use candor to contribute constructively to the writing process? 10. How well do I express apologies and requests during the writing process? 11. How readily do I attempt to facilitate solutions to difficult situations involving others? 12. When difficulties arise, how well do I let go of blame and focus on resolution or repairing the situation? 5 13. How clearly do I communicate my intentions and actions to my co-authors? 14. How openly do I discuss writing-related milestones and their associated emotions? What about setbacks or incidents? How well do I express their impact on my performance or the team's performance? 15. How well do I express gratitude for writing contributions? 16. How do my feelings about writing affect other people?
17. How well have I expressed a vision for this paper? 18. How articulate have I been in describing the possible impact of our work? 19. How well have I modeled the writing-related values that are important to me (e.g. punctuality, creativity, strength of evidence)? 20. How do I remove barriers and empower others to accomplish the writing work? 21. How willing am I to intentionally take risks related to writing in order to achieve a worthy end?12
Practice seeking advice when a writing task/component is outside your skill set. Build rapport Acknowledge the other person's feelings and choose a response that shows them they were heard.5 Remember “please”, “I'm sorry” and “Thank you.” stressful. Courtesy and respect matters.
5
Writing can be
Explain your decisions, don't just make them.5 The “why” behind a decision or change is important to those impacted. Express feelings Openly discuss successes, challenges and emotions related to writing during scheduled co-author meetings (i.e. foster a culture of sharing and support). When you care about a person's contributions, show it. Don't hesitate or put it off until next week.5 Leading change Consider the leadership skills you bring to other work. Bring them to your writing work as well. While you report on your project, consider simultaneously challenging the academy to bolder goals, higher standards or more concerted action.
rapport with others.4 Relationship management involves responding well to feedback and effectiveness at motivating others; it also accounts for expressiveness and involves how well or poorly people express feelings to others. This is important because these expressions may greatly impact team function and success.3 Social skill and relationship management are the culmination of other dimensions of EI.4 Hallmarks for strong relationship management include effectiveness at leading change, persuasiveness, and expertise in building and leading teams.4 Table 6 provides questions and strategies to aid in relationship management in writing teams. Managing emotions post-submission The relief when hitting “submit” is certainly tangible, with a myriad of additional emotions when your manuscript is accepted. Once your initial euphoria subsides, the questions “what's next?” or “what do I have to do now?” may begin to emerge. Manuscript acceptance should not elicit simply a checkbox-based response, e.g., Done! Rather, publication is an acknowledgement that you are now formally participating in an ongoing conversation. As with any discussion, there are additional perspectives to share, questions to consider, and opportunities for thought provoking dialogue ahead. Introspection, critical thinking, and collaboration are critical skills to draw upon as you move your line of inquiry forward. Fair warning: there is an element of the unknown at play as you pursue this conversation, which can be paralyzing for some, intriguing to others, or energizing to those who enjoy the thrill of the unexpected. The angle and length of each chute and ladder may appear somewhat different now that you have published your initial contribution to the conversation. In fact, the whole game board may look like a completely different type of journey. Perhaps you initially perceived the chutes to be very slippery, so it was easy to fall fast and/or far and the ladders were so steep that they took a lot of energy to climb. Now buoyed with the excitement associated with successful publication, you have new positivity and energy to add to your game board experience. After some initial experiences in this conversation, you may know better when to sprint (roll larger numbers), catch your breath (roll smaller numbers), or to just pace yourself and try again. Career advancement, in particular academic promotion, while potentially daunting, dictates pursuit of lines of inquiry that both incrementally and exponentially advance the literature. “One size fits most” simply does not apply. When approaching your newly repaved game board, you may realize that your initial line of inquiry has bifurcated and over time, while some branches might converge into a larger story with a larger impact, other branches may be less promising. As you might expect, with each dissemination opportunity, your game board experience grows and your strategy improves. 8
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Without attention to emotions, manuscript completion can feel like a roller coaster or a bumper car ride. But, equipped with strategies to optimize self-awareness, self-management, and motivation, as well as social awareness and relationship management, you are better prepared for the highs and lows and twists and turns of the writing journey. You can now raise the conductor's baton to engage your orchestra of scholarly ideas as part of a larger journey to create beautiful music. Financial disclosures Nothing to report. Disclosures Kristin Janke is Executive Associate Editor, Kyle Wilby is an Editorial Advisory Board member and Robin Zavod is Editor-in-Chief for Currents in Pharmacy Teaching and Learning. Declaration of competing interest None. References 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
Boice R. Motivation. How Writers Journey to Comfort and Fluency: A Psychological Adventure. Westport, CT: Praeger Publishers; 1994. Boice R. Professors as Writers: A Self-Help Guide to Productive Writing. Stillwater, OK: New Forums Press, Inc; 1990. Goleman D. Emotional Intelligence. New York; NY: Bantam Books; 1995. Goleman D. What makes a leader? Harv Bus Rev. 1998;76(6):93–102. Bradberry T, Greaves J. Emotional Intelligence 2.0. San Diego, CA: TalentSmart; 2009. Jensen J. When doubts bedevil your writing. In: The Chronicle of Higher Education. The Chronicle Productivity Guide to Writing and Publishing: Essential Tools and Tips for your Success, from Experts across Academe. Washington, D.C.: The Chronicle of Higher Education, Inc.; 2018. Dweck CS. Mindset: The New Psychology of Success. New York; NY: Ballantine Books; 2006. Toor R. The 10 habits of highly effective writers. The Chronicle of Higher Education. The Chronicle Productivity Guide to Writing and Publishing: Essential Tools and Tips for your Success, from Experts across Academe. Washington, D.C: The Chronicle of Higher Education, Inc; 2018. Pink D. Drive: The Surprising Truth About What Motivates Us. New York, NY: Riverhead Books; 2009. Janke KK, Mospan CM, Cain J. Papers don’t write themselves: creating a system to support writing productivity [published online June 29, 2019]. Curr Pharm Teach Learn. 2019. https://doi.org/10.1016/j.cptl.2019.06.010. Brown AB. Stalled? Try writing from the inside out. The Chronicle of Higher Education. The Chronicle Productivity Guide to Writing and Publishing: Essential Tools and Tips for Your Success, From Experts Across Academe. Washington, D.C: The Chronicle of Higher Education, Inc; 2018. Janke KK, Von Hoff B, Dy-Boarman E. A journey to understand enjoyment in academic writing. Innov Pharm. 2018;9(3):9https://doi.org/10.24926/iip.v9i3.1526. Sword H. Air & Light & Time & Space: How Successful Academic Write. Cambridge, Massachusetts: Harvard University Press; 2017. Bodenberg M, Nichols K. Time for an “upgrade”: how incorporating the social habits can further boost your writing potential. published online August 9, 2019 Curr Pharm Teach Learn. 2019. https://doi.org/10.1016/j.cptl.2019.07.003.
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Commentary
Academic writing as a journey through “chutes and ladders”: How well are you managing your emotions? ⁎
Kristin K. Jankea, , Kyle John Wilbyb, Robin Zavodc a b c
University of Minnesota College of Pharmacy-Twin Cities, 7-159 Weaver Densford Hall, 308 Harvard St SE, Minneapolis, MN 55455, United States School of Pharmacy, University of Otago, PO Box 56, Dunedin, New Zealand Midwestern University Chicago College of Pharmacy, 555 31st Street, Downers Grove, IL 60515, United States
A R T IC LE I N F O
ABS TRA CT
Keywords: Academic writing Emotional intelligence Self-awareness Social awareness Self-management
Introduction: By acknowledging the range of emotions that accompany most writing projects, some relief can be offered from the unrealistic expectation that this process “should be easy.” In this commentary, we explore the emotional habits of writing as described by Dr. Helen Sword in her book Air & Light & Time & Space and offer strategies to smooth the path that can be hastened and/or challenged by the various “chutes and ladders” that writers can encounter along their journey. Commentary: Using an emotional intelligence framework coupled with self - reflection questions, this commentary explores aspects of self-awareness, self-management, motivation, social awareness, and relationship management, as they relate to writing and the writing process. As each topic is teased apart and related to the writing process, strategies are offered to buoy authors successfully across the turbulence as a variety of “chutes and ladders” appear along the journey. Implications: An author's response to the angle and/or length of the “chutes and ladders” encountered can positively or negatively impact current and future writing productivity. To mitigate a range of emotional hurdles, writers need a core set of strategies that can be derived from the emotional intelligence framework.
Emotions in academic writing Happy, sad, angry, frustrated, satisfied, joy, disgust, resilient, scared, elated, anxious, surprised. The spectrum of emotions that one experiences when writing can be broad, intense, and dynamic. Whether it is attempting to put words into a first draft, or perhaps responding to editor and reviewer comments, humans are inherently vulnerable to a wide range of emotions that may positively or negatively influence writing motivation, progress, and desire to continue writing. These triggered emotional experiences may quickly turn writing “highs” into writing “lows.” To assure clear thinking and our best problem solving, Robert Boice, professor of psychology and noted academic writing expert, argues that emotion in writing is best at moderate levels.1 Recognizing and managing our emotional responses can be a key to improving writing performance. And, there are many opportunities for addressing emotions during the writing process. After all, the journey from idea to publication is long. In fact, it could be considered as similar to taking a trip. For a fuller appreciation of the many ways and places that emotions may influence our writing actions, let's explore this analogy a bit.
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Corresponding author. E-mail addresses: [email protected] (K.K. Janke), [email protected] (K.J. Wilby), [email protected] (R. Zavod).
https://doi.org/10.1016/j.cptl.2019.11.001
1877-1297/ © 2019 Published by Elsevier Inc.
Please cite this article as: Kristin K. Janke, Kyle John Wilby and Robin Zavod, Currents in Pharmacy Teaching and Learning, https://doi.org/10.1016/j.cptl.2019.11.001
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Table 1 Mental hurdles in writing (chutes).2 Distaste for writing Lack of time/busyness Lack of confidence Writing anxiety/writing apprehension Inability to start/inability to finish Psychological disruptors/Mental health Distractions Self doubt Maladaptive writing habits/work habits Impatience Procrastination Perfectionism Internal critics Fears of failure Negative early experiences
Academic writing as a journey During the writing journey, there are many stops to get excited about. We may anticipate the start of the writing phase (i.e., “getting going”) and appreciate that the data collection is behind us. We may relish opportunities for continued data analysis, experimenting with data presentation or teasing out the most substantive findings. We may enjoy re-engaging with the literature, diving deeper and articulating our contribution to the knowledge base. We may also celebrate pressing submit or getting notified of an acceptance. In addition to the traditional, chronological milestones that occur during writing, we may have other less predictable, positive stops on our journey. For instance, we might experience a sense of accomplishment at refining an argument or fixing a particularly challenging passage. We might notice our own skill development as an author or become aware of our emerging expertise in a new disciplinary area. We may receive an acknowledgement or validation by others on our writing team. Or, we may appreciate that this work sets up future work or collaborations. Even after the manuscript is published, there are stops on our journey. For instance, there may be a supportive Letter to the Editor in response to our work, a burst of social media attention or a highly visible mention of our study. However, not all stops on this journey are welcomed or positive. In addition, not all movement is forward. Writing has setbacks, such as competing priorities or unresponsive co-authors. Setbacks might be considered chutes that send us tumbling backward a few steps or all the way to the start. They may come from a variety of sources (e.g., self, co-author, reviewer, editor). We may have some control over some chutes (e.g., personal limitations, team slow-down/paralysis, inadequate data) and less control over others (e.g., lack of substantive findings, aggressive reviewer comments). Some setbacks may result from well-known and well-documented mental hurdles related to writing (Table 1). However, academic writing also has ladders, if we choose to look for and use them. For example, our writing may be propelled forward by adding a new member to our authorship team to provide expertise that was lacking (e.g., area of literature, research methods, analytical methods, writing skills). When there are questions, a quick call to the editor may clarify fit and expectations, allowing us to sidestep frustrations and additional work as our team is polishing and preparing for submission. While some ladders may be more well-known or discussed more frequently in the academy, there are other ladders that have received less attention. For instance, a smoother path through peer review might be created by arranging a robust internal review with departmental colleagues prior to submission. Regardless of their origins or visibility, these ladders all require some effort on our part to climb. Furthermore, each chute or ladder that we experience has an angle and a length, similar to the range and depths of our emotions. The larger the angle, the steeper the learning curve, the more tenacity required. Authors often identify that statistics and related analyses represent a steep ladder, requiring significant emotional and cognitive perseverance. However, the payoff for this effort can be substantial and potentially impact future work. The length of a chute or ladder is somewhat akin to the time it takes us to fully experience a given emotion. The annoyance with “Reviewer #2” may be an intense, short-lived chute (i.e., irritation), whereas the seemingly endless revision process feels more like a constant dull ache. 2
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Fig. 1. The Authors' Examples of Writing Strategies Aligned with the EI Framework.
We posit that these chutes, ladders, and stops along our writing journey all have associated emotions. Those emotions might keep us on the freeway, enjoying the ride and moving productively toward the goal. Or, they may leave us stalled along a desolate roadside, tending to a flat tire. How do we foster the positive writing-related emotions that help us to write at our best? How do we manage the negative writing-related emotions that make writing slow, painful or ineffective - or worse yet - those emotions that keep us from writing at all? The aim of this paper is to explore the connections between emotions and academic writing. Specifically, our goals are to: 1) prompt self-examination of emotional habits related to writing, 2) present insights and tips to assist in recognizing and managing writing-related emotions, 3) aid in harnessing and re-directing energy toward building several key emotional habits in academic writing. Using the EI framework The emotional intelligence (EI) framework3–5 provides a model that can help us acknowledge and work through the writingrelated emotions we experience. The following sections provide an overview of the framework. Self-awareness, self-management, motivation, social awareness, and relationship management are relevant to identifying emotional responses. However, they're also relevant to building strategies to overcome setbacks (chutes) and to developing the awareness and courage to accelerate our work (ladders). Using several emotional intelligence models,3,5 the literature on writing and our own experiences, we have defined questions for reflection and example strategies that authors might use. We have also provided examples of the strategies we used during the writing process for this commentary (Fig. 1). Admittedly, there's a lot to consider and digest within the tables and text. Readers may wish to approach the manuscript in multiple sittings. It may also be helpful to read and discuss with colleagues, co-authors and mentees. There may also be a role for reading and then revisiting some months later when a different set of writing projects are in motion or a different set of circumstances is generating different emotions. Self-awareness As Daniel Goleman has described, self-awareness is “the ability to recognize and understand your moods, emotions, and drives as well as their effect on others.”4 Others have described self-awareness as knowing yourself as you really are.5 How well do I notice my writing related emotions? Self-awareness also helps us to recognize our inner dialogue related to writing and to make observations about our writing processes and experiences. Strong self-awareness helps us to distance ourselves from harsh critiques, while still looking for the truth that may be hidden within a seemingly virulent comment.4 It allows us to observe and investigate our experiences by stepping back and hovering above or beside, rather than getting immersed or lost in the main flow.3 In addition, self3
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awareness is the fundamental emotional competence that other emotional competencies, such as self-management, build upon.3 Consider, for example, the emotions one experiences when approaching the first submission of a manuscript to a highly sought after target journal. Anxiety and lack of confidence may lead to self-doubt and procrastination. These feelings and behaviors may then lead to decreased productivity and wasted time trying to perfect something that may already be of high quality for submission. Being self-aware by recognizing these emotions and managing the inner dialogue that accompanies them may enable us to take a step back and adopt an objective approach to finalizing the manuscript, instead of getting caught up in the emotions and feelings that fuel unproductivity. Learning how to recognize (‘be aware of’) when and where these detrimental emotions occur is likely a key to maturing as authors and fostering productive writing. Our inner thoughts, feelings, and dialogue may either positively or negatively influence our writing. Robert Boice advocates that as writers we think back to the last time we encountered a writing setback and ask ourselves, “What was going on in my head when I found I didn't feel like writing? What was I feeling? What was I thinking?” 1 Jensen argues that we must not allow our ‘inner demons’ to sabotage us.6 She acknowledges her magnum-opus demon (My work must be magnificent!), hostile-reader demon (My work must be impervious to every possible criticism!), the impostor-syndrome demon (But it might reveal me to be a fraud!) and compared-to-X demon (I'm not measuring up). She suggests that we invite our demons to tea and their lesser writing-process-spirits, like the cleared-deck genie (who claims that writing will be easy when my current distractions disappear). She argues that denying and avoiding our demons won't exorcise them. Instead, we should name them, acknowledge them for what they are (e.g., insecurities), ask if they are truly valid and then either let them go or arm ourselves against them. Noticing and understanding our emotions and tendencies takes honesty and courage.5 It's more than acknowledging the preference to write in a coffee shop. It's a continuous process of taking time out to notice and understand our emotional reactions to writing. Table 2 provides questions to assist in generating self-awareness related to writing, as well as strategies to bolster it.
Self-management Self-management is the ability to control or redirect disruptive impulses and moods.4 Rather than fly off the handle, self-management allows us to use our emotional self-awareness to actively choose what we say and do.5 Writers manage emotions triggered by co-authors, reviewers and editors, such as frustration with a writing partner that chronically misses deadlines. Writers also manage emotions related to our own mental hurdles (Table 1) and inner dialogue. What do we do when our emotions related to writing are of great intensity? Or linger past an appropriate point? The core components of self-management include reflection and thoughtfulness, Table 2 Maximizing self-awareness related to writing. Self-Assessment Questions
Example Strategies (Ladders) Notice Emotions Acknowledge your feelings and emotions related to writing. Be conscious of their influence on your writing habits.
1. Am I well-prepared, calm, and confident when I write? 2. How do my feelings about writing affect my performance? 3. How am I affected by writing-related events, particularly negative ones?
Observe the “ripple effect” from your writing-related emotions.5 Identify the consequences of these emotions. Notice who and what pushes your buttons.5 Note the positive and negative triggers related to writing. Recognize Inner Dialogue Actively listen to your inner dialogue. Acknowledge the source, determine if valid, arm against the negative.6 Make Observations When you experience boredom or anticipation (or other emotions) related to writing, don't ignore it. Ask why that emotion is happening and what you can do about it.5
4. What does my inner dialogue sound like (overly critical or overly optimistic)? 5. What negative “self talk” do I use related to my writing? 6. How well do I learn from my writing experiences? To what degree do I observe, investigate, and reflect on my writing process and experiences, particularly negative ones? a. How do I foster self-observation? b. When do I explore my actions/behaviors? c. How do I prompt myself to reflect on what does/doesn't work? 7. How does writing with others contribute to my enjoyment of writing? Productivity?
Take note of mental hurdles related to writing (Table 1) and your response. Ask yourself why you do or do not write. Examine yourself under stress (e.g. the pressure of a deadline). Identify the warning signs that precede declines in writing productivity due to those stressors. Honest Self-Appraisal Don't avoid the discomfort that comes from seeing yourself as you are.5 Critically assess your writing abilities, acknowledging gaps/limitations in your knowledge and/or skills
8. How honest am I with myself about my writing? (not overly critical or overly optimistic) 9. How well do I do at asking for help with my writing? 10. How frank am I in acknowledging writing related failures? 11. How well am I using a growth mindset7 for my writing-related skill development?
Acknowledge the truth within critiques without being overly sensitive or defensive.
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Table 3 Maximizing self-management related to writing. Self-assessment questions
Example strategies (ladders) Managing tendencies and triggers Don't make excuses.8
1. How well do I manage writing-related tendencies (e.g. impatience, procrastination, perfectionism, self-doubt) that lead to writing related problems? 2. How well do I manage triggers (e.g. distractions, anxiety) that lead to writing-related problems? 3. How do I respond to pressure? 4. How long am I affected by writing-related events, particularly negative ones? 5. Have I talked myself out of even trying to write? How is this related to my feelings of preparedness and confidence? 1 6. What is the relationship between the quality of my writing and my state of well-being? 1 7. How comfortable am I with writing-related ambiguities? (in process or outcome) 8. How open am I to writing-related changes? 9. How well can I suspend my reluctance and/or disbelief and trial different approaches to writing?
Don't allow emotions to lead you without reason. Compare what your emotions are telling you to do (e.g. wait for the opportune writing time) vs. what reason is telling you to do (e.g. write regularly to keep the creative juices flowing).5 Develop a plan for negative tendencies and/or triggers. (e.g. When I doubt myself, I will…)
Cultivate writing agility Acknowledge that writing involves some unknowns. We may begin the journey knowing the direction, but it's not until the team continues to work with the literature and/or data that the exact destination (e.g. argument, interpretation) becomes clear. Actively look for different ways to accomplish writing tasks. Ask co-authors for writing process or outcome related ideas. For instance, “We might generally approach the presentation of data this way. What other ways might work?” Trial different or competing ideas. Draft them both up and see which one works best.
trustworthiness and integrity, comfort with ambiguity, and openness to change.4 Consider, for example, the case of opening your email to find an editor's decision of “major revision” to a manuscript you had worked on for the past year. As you read the reviews, you find yourself becoming frustrated, annoyed, or even angry, when it becomes clear that one reviewer does not understand the subject area, or the approach used in your methodology. Your first reaction is that this is unfair and that responding to these comments will “completely change the paper” to something you believe will be less desirable. You then email your collaborators and suggest submitting the paper elsewhere because you “truly cannot imagine” how you will be able to satisfy Reviewer 2. To many, this response may seem reasonable and perhaps familiar. However, could your actions in this case be a poorly regulated emotional response to negative feedback? Although we often do not have much control over the timing of emotions, self-management can help us control how long the emotional response will last.3 Self-management is more than stopping emotional eruptions that get in the way of our productivity or frustrate our co-authors. Once we understand what's going on under the surface, we can quickly size up the situation, take control, react nimbly and take the initiative that will move us toward our goals.5 Table 3 suggests questions to help explore self-management related to writing and strategies to help support it.
Motivation The motivation to write is frustratingly complex and, at times, elusive. Feelings of enthusiasm, pleasure, or even anxiety, can propel us toward accomplishment.3 Boice comments that “when we write with both calm and confidence in hand, we work in an ideal state of motivation, one marked by patience and enthusiasm…”1 In addition, he argues that we shouldn't wait for inspiration. “Motivation and inspiration come most reliably in the wake of involvement.”1 He continues, “Writers too seldom find their work appealing and comforting; instead, they force writing with a hurried pace, a lagging confidence and a lingering malaise. As a rule, poorly motivated writers remain ambivalent about writing and inconsistent in turning intentions into actions. The result is misery, silence, or both.” 1 Dan Pink provides a simple model for motivation that includes allowing for autonomy, fostering mastery and tapping into purpose.9 While we may feel pressure to write, we have considerable flexibility in the process of our writing and even in the structure and contents of the product (i.e., autonomy). By embracing those elements of the process and outcome that are flexible, we can increase our motivation. This might include experimenting with the where, when and how of writing,10 as well as different article types and writing styles. With regards to mastery, people with high motivation seek out creative challenges and ask to be stretched.4 They also set their sights high. They may seem restless with the status quo, want to raise the performance bar or like to keep score. They take great pride in a job well done and display strong commitment and loyalty to the work and/or team. They also remain optimistic when the cards are down.4 This optimism buffers them from falling into apathy.3 Their hope protects them from giving in to anxiety or defeatist attitude in the face of difficult challenges.3 Purpose can fuel energy and drive. When discussing the habits of highly effective writers, Toor states that they don't make excuses 5
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Table 4 Maximizing Motivation Related to Writing. Self-assessment questions
Example strategies (ladders)
1. What gives me energy related to writing? How can I create more energy for writing? 2. What changes can I make to more frequently write within a state of calm and confidence? 1 3. How consistently do I turn my writing intentions into action? How can I more consistently turn my intentions into action? 4. Do I find my writing appealing and comforting? 1 How could it be more so? 5. How does intellectual curiosity fuel my writing?12 6. How does the level of challenge influence my writing motivation?12 7. How am I advancing my writing skills through my most recent writing projects? 8. To what extent do I strive to raise the performance bar with my writing?
Create autonomy Identify energy sinks/amplifiers (for yourself and the team). Seek to foster the amplifiers and manage energy sinks. Experiment with the process of writing and examine the effect of changes on motivation. When struggling, try beginning with prewriting activities (e.g. patient planning/organizing, reading, conceptual outlining).1 Develop mastery Be curious by asking questions not only about the writing subject, but also the craft of writing and the writing process.12 Control the level or type of writing challenge to stretch, but not overextend skills.12
9. What am I passionate about writing about?10 10. What/who drives my commitment to a project/writing? What are the internal factors (e.g. competitiveness)? The external factors (e.g. relationships with the authorship team)? 11. How well do I use my values and goals to influence my writing? 12. How am I using my strengths/talents when I am engaged in the writing process? 13. Am I/are we intentionally and deliberately taking risks related to writing in order to achieve a worthy end?12
Keep a growth mindset to assist with continued writing skill development.12 Tap into purpose Follow your inner compass.11 “Map the gap” to build the confidence that comes from contextualizing your work within the field. Examine your writing tasks/projects and their alignment with: – your values, goals, and passion10,12 – your own strengths/talents, as well as those of the team. Explore the “ancillary effects” of writing e.g., team-building. Write a “significance of this contribution to the literature” statement to clarify the value of your writing to the discipline. Cultivate positivity in writing Brainstorm a list of positive things that will happen when you complete your writing project. What will it feel like to finish? What opportunities might it open up for you?13
14. To what extent am I positive and optimistic through the ups and downs of writing? 15. What influences positivity in my writing? 16. How did I feel when I last wrote without forcing myself or the writing?1 17. How would I describe my last peak writing experience?1
Design writing sessions to maximize flow.12
(e.g., my muse is gone), that they believe in themselves and their work and that they're passionate about their projects.8 Brown suggests that writers should follow their internal compass as a scholar.11 This means allowing our work to be propelled by the questions and dilemmas inherent in the work. She suggests “immersing yourself in the essential texts and theoretical approaches of your discipline” and “allowing yourself time to identify gaps and to test your intuitions about why those gaps exist or how they might be filled.” This time helps us to stake our intellectual claim - our contribution - and uncover new areas for future work.11 Most academics have conducted work that has not been published, for one reason or another. Think about an unfinished project. In some instances, there was a conscious or an unconscious decision to not pursue the work. Perhaps the decision was good, e.g., the work was not particularly consequential. But, perhaps there was just not strong motivation. Daniel Goleman refers to motivation as the “master aptitude” - a capacity that affects all other abilities, either facilitating or interfering with them.3 Table 4 provides suggestions for maximizing writing-related motivation. Social awareness It's easy to think of writing as a solitary activity. However, it has some social components. Increasingly, we write in authorship teams and, of course, we're working with peer reviewers and editors.14 We're also writing for a particular audience and need to connect with our readers, if our writing is to be used. Some emotional intelligence models refer to “empathy” as the next EI component,3,4 while others refer to “social awareness” or the ability to recognize and understand the emotional makeup of people.5 We'll use the latter. Social awareness involves looking outward to learn about and appreciate others.5 Those that are high in social awareness are present and give others their full attention. They are keen observers; they notice and interpret cues that are available to them through body language, facial expressions and tone.5 They excel at building and retaining talent, cross-cultural sensitivity and service.4 As a key component of emotional intelligence, social awareness helps individuals build trust with others and facilitates the development of rapport. Being socially aware not only strengthens collaborations (i.e., researchers connecting with each other),14 but also potentially enhances the impact of your work (i.e., scholars connecting with readers and peers). If you want readers to be “tuned 6
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Table 5 Maximizing social awareness related to writing. Self-assessment questions
Example strategies (ladders)
Writing FOR the Audience (i.e., end user, peer reviewer and editor)13
Know your audience(s) Consider the average reader's knowledge and interest and write in a way to “meet them where they're at.”
1. How does social awareness play a role in my writing for an audience (readers, peer reviewers, and editors)? 2. Have I considered my audience's existing knowledge base in what and how I write? 3. To what degree do I create a positive experience for the reader? 4. What do I want my audience to experience? As they read my work, what do they “feel”? (A sense of….) 5. Have I put myself in the shoes of a peer reviewer? 6. Have I put myself in the shoes of the Editor? How well do I understand what is important from a journal's perspective? (e.g. Should I ask for permission or forgiveness?)
Have a colleague review the manuscript prior to submission to provide critical comments. Participate as a peer reviewer in relevant journals to see what it is like from ‘the other side.’ Browse journal issues to see if your manuscript is aligned with conversations being curated by that journal. Pay attention to a journal's scope and its author instructions to make sure the paper is well-prepared for the editor's initial review.
Writing WITH a Team
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1. How does social awareness play a role in my writing with others? 2. How well do I understand the perspective of my co-authors? (e.g. training, experiences, preferences) 3. How well do I recognize the cues related to my self-management, including mismanagement and micro-management, and how they can potentially positively and/or negatively impact the writing? 4. How does my availability and openness with others impact the relationships between me and my writing team? 5. Do I trust my co-authors with their respective skills (e.g., stats)? 6. Do I need to feel in control and that makes it hard for me to rely on others?
Acknowledge and accommodate the need for editors/reviewers to uphold standards. Know your team Recognize that there are situations when we need to rely on others, as well as situations when others need to rely on us. We don't do much in life “alone.” Schedule regular update meetings and/or writing meetings to discuss the manuscript and progress made/challenges encountered. Watch for signs that others are struggling or experiencing conflict.
into” your work, then you must be “tuned into” them. Writers need to be aware of the perspectives of others so that you can better write for and with others.13 When you are writing you may want to keep in mind the question(s) a reader (i.e., end user, peer reviewer, editor) might be looking to answer. What is it that they want to know? Is your work sufficiently compelling to satisfy the reader's curiosity? If the reader is looking for a solution to a similar problem, you can increase the overall value of your work by offering distinct perspectives and arguments in the story that you tell. Social awareness also extends to the writing team. For example, it's critical to be sensitive to signals that a co-author may need help in completing tasks. We all run up against competing demands and life circumstances that may hamper our participation. Coauthors may also need coaching, particularly when they're seeking to build skills. This may involve a keen sense of how to give effective feedback and when to push for better performance.4 Consider pesky Reviewer 2 who states that your data analysis is “over his head.” He then reports that it is therefore difficult to understand the results and discussion sections of your manuscript. The reviewer assigns a publication recommendation of “major revision” and offers little concrete guidance. Now the reviewer's knowledge gap becomes the author's problem. The socially aware reviewer might have alerted the editor of this deficiency at the outset. The author, who is not particularly socially aware, may elect to completely ignore this reviewer, as in “that is his problem, not mine.” However, the socially aware author might choose to step into the reviewer's shoes5 and assess where the reader's knowledge is likely positioned.14 The author then revises the data analysis section to include additional description of the processing and thinking that was used during the analysis. Table 5 provides reflective questions and example strategies related to social awareness. Relationship management In today's research environment, writers must not only be socially aware, but also socially skilled. We may be working within a large, multi-institutional team with each member having their own goals for participating. We may be melding the expectations of senior authors with the needs of newer authors. We may be navigating politics or history at a particular journal. In our own writing of this manuscript, we've managed differences in approach born from disciplinary backgrounds and differences in writing process based on experience and preferences. We've also adjusted writing tasks based on the evolving direction of the paper, timelines as efforts needed to go to competing demands and meeting times based on travel plans and time zones. Some EI models refer to the need for social competency,3 social skill4 or relationship management.5 Socially skilled people effectively manage relationships and build networks. Socially skilled writers may have a wide circle of collaborators and acquaintances, and work according to the assumption that nothing important gets done alone.4 In addition, socially skilled individuals possess an ability to find common ground and build 7
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Table 6 Relationship management related to writing. Self-assessment questions
Example strategies (ladders) Build relationships Be open about your writing experiences and curious about the experiences of others.5
1. How well do I appreciate the value of diverse writing approaches and contributions to the writing?12 2. How well do I tap into the talents of my co-authors? 3. How do I assist when they are struggling? 4. How well do I manage conflict within the team? 5. How can my co-authors help me to recognize and manage emotional challenges related to writing? 6. How well do I receive coaching/mentoring/advice related to my writing? 7. When/how do I offer coaching/mentoring/advice?
Create an inventory of the writing team's strengths. Ask clarifying questions and for examples when receiving feedback on your writing.5
8. How well do I amplify positive contributions and interactions during the writing process? How well do I diffuse or respond to negative ones? 9. How can I use candor to contribute constructively to the writing process? 10. How well do I express apologies and requests during the writing process? 11. How readily do I attempt to facilitate solutions to difficult situations involving others? 12. When difficulties arise, how well do I let go of blame and focus on resolution or repairing the situation? 5 13. How clearly do I communicate my intentions and actions to my co-authors? 14. How openly do I discuss writing-related milestones and their associated emotions? What about setbacks or incidents? How well do I express their impact on my performance or the team's performance? 15. How well do I express gratitude for writing contributions? 16. How do my feelings about writing affect other people?
17. How well have I expressed a vision for this paper? 18. How articulate have I been in describing the possible impact of our work? 19. How well have I modeled the writing-related values that are important to me (e.g. punctuality, creativity, strength of evidence)? 20. How do I remove barriers and empower others to accomplish the writing work? 21. How willing am I to intentionally take risks related to writing in order to achieve a worthy end?12
Practice seeking advice when a writing task/component is outside your skill set. Build rapport Acknowledge the other person's feelings and choose a response that shows them they were heard.5 Remember “please”, “I'm sorry” and “Thank you.” stressful. Courtesy and respect matters.
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Writing can be
Explain your decisions, don't just make them.5 The “why” behind a decision or change is important to those impacted. Express feelings Openly discuss successes, challenges and emotions related to writing during scheduled co-author meetings (i.e. foster a culture of sharing and support). When you care about a person's contributions, show it. Don't hesitate or put it off until next week.5 Leading change Consider the leadership skills you bring to other work. Bring them to your writing work as well. While you report on your project, consider simultaneously challenging the academy to bolder goals, higher standards or more concerted action.
rapport with others.4 Relationship management involves responding well to feedback and effectiveness at motivating others; it also accounts for expressiveness and involves how well or poorly people express feelings to others. This is important because these expressions may greatly impact team function and success.3 Social skill and relationship management are the culmination of other dimensions of EI.4 Hallmarks for strong relationship management include effectiveness at leading change, persuasiveness, and expertise in building and leading teams.4 Table 6 provides questions and strategies to aid in relationship management in writing teams. Managing emotions post-submission The relief when hitting “submit” is certainly tangible, with a myriad of additional emotions when your manuscript is accepted. Once your initial euphoria subsides, the questions “what's next?” or “what do I have to do now?” may begin to emerge. Manuscript acceptance should not elicit simply a checkbox-based response, e.g., Done! Rather, publication is an acknowledgement that you are now formally participating in an ongoing conversation. As with any discussion, there are additional perspectives to share, questions to consider, and opportunities for thought provoking dialogue ahead. Introspection, critical thinking, and collaboration are critical skills to draw upon as you move your line of inquiry forward. Fair warning: there is an element of the unknown at play as you pursue this conversation, which can be paralyzing for some, intriguing to others, or energizing to those who enjoy the thrill of the unexpected. The angle and length of each chute and ladder may appear somewhat different now that you have published your initial contribution to the conversation. In fact, the whole game board may look like a completely different type of journey. Perhaps you initially perceived the chutes to be very slippery, so it was easy to fall fast and/or far and the ladders were so steep that they took a lot of energy to climb. Now buoyed with the excitement associated with successful publication, you have new positivity and energy to add to your game board experience. After some initial experiences in this conversation, you may know better when to sprint (roll larger numbers), catch your breath (roll smaller numbers), or to just pace yourself and try again. Career advancement, in particular academic promotion, while potentially daunting, dictates pursuit of lines of inquiry that both incrementally and exponentially advance the literature. “One size fits most” simply does not apply. When approaching your newly repaved game board, you may realize that your initial line of inquiry has bifurcated and over time, while some branches might converge into a larger story with a larger impact, other branches may be less promising. As you might expect, with each dissemination opportunity, your game board experience grows and your strategy improves. 8
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Without attention to emotions, manuscript completion can feel like a roller coaster or a bumper car ride. But, equipped with strategies to optimize self-awareness, self-management, and motivation, as well as social awareness and relationship management, you are better prepared for the highs and lows and twists and turns of the writing journey. You can now raise the conductor's baton to engage your orchestra of scholarly ideas as part of a larger journey to create beautiful music. Financial disclosures Nothing to report. Disclosures Kristin Janke is Executive Associate Editor, Kyle Wilby is an Editorial Advisory Board member and Robin Zavod is Editor-in-Chief for Currents in Pharmacy Teaching and Learning. Declaration of competing interest None. References 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
Boice R. Motivation. How Writers Journey to Comfort and Fluency: A Psychological Adventure. Westport, CT: Praeger Publishers; 1994. Boice R. Professors as Writers: A Self-Help Guide to Productive Writing. Stillwater, OK: New Forums Press, Inc; 1990. Goleman D. Emotional Intelligence. New York; NY: Bantam Books; 1995. Goleman D. What makes a leader? Harv Bus Rev. 1998;76(6):93–102. Bradberry T, Greaves J. Emotional Intelligence 2.0. San Diego, CA: TalentSmart; 2009. Jensen J. When doubts bedevil your writing. In: The Chronicle of Higher Education. The Chronicle Productivity Guide to Writing and Publishing: Essential Tools and Tips for your Success, from Experts across Academe. Washington, D.C.: The Chronicle of Higher Education, Inc.; 2018. Dweck CS. Mindset: The New Psychology of Success. New York; NY: Ballantine Books; 2006. Toor R. The 10 habits of highly effective writers. The Chronicle of Higher Education. The Chronicle Productivity Guide to Writing and Publishing: Essential Tools and Tips for your Success, from Experts across Academe. Washington, D.C: The Chronicle of Higher Education, Inc; 2018. Pink D. Drive: The Surprising Truth About What Motivates Us. New York, NY: Riverhead Books; 2009. Janke KK, Mospan CM, Cain J. Papers don’t write themselves: creating a system to support writing productivity [published online June 29, 2019]. Curr Pharm Teach Learn. 2019. https://doi.org/10.1016/j.cptl.2019.06.010. Brown AB. Stalled? Try writing from the inside out. The Chronicle of Higher Education. The Chronicle Productivity Guide to Writing and Publishing: Essential Tools and Tips for Your Success, From Experts Across Academe. Washington, D.C: The Chronicle of Higher Education, Inc; 2018. Janke KK, Von Hoff B, Dy-Boarman E. A journey to understand enjoyment in academic writing. Innov Pharm. 2018;9(3):9https://doi.org/10.24926/iip.v9i3.1526. Sword H. Air & Light & Time & Space: How Successful Academic Write. Cambridge, Massachusetts: Harvard University Press; 2017. Bodenberg M, Nichols K. Time for an “upgrade”: how incorporating the social habits can further boost your writing potential. published online August 9, 2019 Curr Pharm Teach Learn. 2019. https://doi.org/10.1016/j.cptl.2019.07.003.
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