Write continuously
Write every week during dedicated time
New faculty members have to schedule time to write. Faculty members who manage to be prolific writers advise setting aside a set amount of time each week in proportion to the time you plan to spend on research activities. It is suggested that about half of the dedicated research time be set for writing activities. If it is expected that one half of all work time is dedicated to research, at least a fourth of each week should be devoted to writing. For this example it works out to 10 hours per week calendared for writing. Using another example, if a third of work time is dedicated to research, at least a sixth of each week should be devoted to writing. This works out to about 6 hours per week of writing time. Once teaching preparation time and class time is calendared in, put research and writing time on the calendar. Make these non-negotiable hours. Some successful faculty members set aside a whole day for writing and research each week, and never schedule classes, meetings, or any other activities during that day. New faculty members need to set aside the necessary dedicated time to work on research in accordance with the expectations at their particular campus.
Write whether you feel like it or not
During dedicated writing time it is critically important to engage in writing activities of some sort. It will not be easy every time. Accomplished academic researchers who are prolific writers do so whether they are in the mood or not. Once the process is under way, often the ideas will begin to flow and progress is made in spite of the mood going in. New faculty members benefit from varying tasks, setting up comfortable conditions, and setting goals for each writing period. The accumulation of dedicated time will result in substantive progress over time.
Find a writing partner
Accomplished writers find ways of getting feedback on their writing, and benefit from being accountable to someone else for producing writing. Editors provide this in a formal way for authors contracted to write books. Academics need to create similar circumstances to keep them on pace, get helpful feedback on their writing, and be held accountable for producing pieces of writing. Whether the writing partner is a critical friend in a similar field, a colleague at another institution, or a group that meets regularly is up to individual preference. New faculty members who set up this important support structure are more successful writers than those who do not.
Set up writing folders
Part of an accountability structure involves keeping track of what projects are underway and how far along they are at any given time. One helpful method for tracking several pieces of writing at once is a writing folder system. Each time an idea arises for a piece, a paper has been promised for an upcoming conference, or a deadline for a grant proposal looms, if faculty members create a folder it becomes an embedded tracking system. The outside of the folder offers a place to highlight deadlines, track work that has been accomplished, and note frequency a project has been worked on. The inside offers space for a more detailed timeline for completion. The contents may include outlines, drafts, guidelines from the publisher, sticky notes with ideas that have popped up concerning the project, and notes from collaborators. Setting up these folders containing various projects in progress saves tremendous effort when writing time comes along. At a glance faculty members can see which deadlines are most pressing, which projects they haven’t worked on in a while, and what work has been completed thus far. Accomplished faculty members have some sort of system for tracking progress of various simultaneous writing projects. If folders work, use them, if not come up with a similar system that will keep track of progress and indicate that substantive writing has occurred.
What counts as writing
Think broadly about activities related to writing, such as prewriting, library research, finalizing and formatting citations, looking for venues to publish or present, and reading scholarly articles. Each of these activities, along with others, supports research writing. During writing time vary the activities to keep interest high and make progress on several fronts. Work on several different pieces during each writing time to help move forward papers on an array of subjects. New faculty members need to double check timelines and deadlines to be certain that each project is keeping up with goals set early on in the process.
Format decisions
Each publication has very specific guidelines concerning format, including conventions such as margins, headings and preferred fonts, as well as tone and text organization. One effective exercise is to write several iterations of the same piece for different audiences and notice how it changes the tone. Once an article or paper has been framed, begin listing possible places to publish it and note the necessary format and tone. Once a decision has been made about publications to target, begin by browsing through earlier published submissions to determine how a piece may best be formatted. Accomplished faculty members carefully match the format and tone of their submitted pieces to the guidelines of that particular publication. Doing so saves tremendous time, since improperly formatted articles will be rejected early in the review process.
Monitor progress
Each writing folder should contain the deadlines and timelines as outlined when the project began. If working on a grant proposal, have copies of all guidelines in the folder and mark off progress made toward completion. If working on a journal article, double check formatting and deadlines frequently to keep from falling behind. Clear indications on the outside of folders about upcoming elements to be completed by a certain time will help keep projects on target for completion.
Inspiration to Write
Writing Quotes
JSCC Faculty, Jackson State Community College
These quotes from famous authors provide inspiration for how to get writing done.
Tips on Writing for Peer Reviewed Publications
Publishing Research Findings: Some Suggestions for Junior Faculty
Maddux, C. & Liu, L. (2005). International Journal of Technology in Teaching and Learning, Vol. 1, No. 2, p. 55-62.
This article is filled with suggestions and tips on writing quality research articles to be published in peer reviewed journals.
Publish without Perishing, Part 1: Suggestions for Students and New Faculty
Taylor, S., et.al (January, 2006) University of British Columbia. The Behavior Therapist, Vol. 29, No. 1, p. 4-9, Association for Behavior Therapists
This article addresses the frustrations of getting work published, and offers optimistic and practical advice from successful academics.
Tips for Greater Success in Writing Journal Articles
Hiemstra, R., Professor Emeritus, Syracuse University
This site offers a collection of resources used in graduate workshops on professional writing and publishing. The Hiemstra and Brier (2004) book serves as a major resource for the materials.
Setting Up Writing Support Networks
How Does a Writing Circle Help Faculty Members?
Hall, J., Mueller, I. & Stahl, B., The Writing Circle Project, Western Carolina University
This project provides a supportive forum for faculty members to get feedback about their writing. Whether it is a first draft or a manuscript almost ready for publication, the feedback from other group members provides additional viewpoints that help a writer decide where time and effort can most effectively be spent.
Using a Writing Group to Promote Faculty Scholarship
Houfek, J. et.al. (January / February, 2010). Nurse Educator, Vol. 35, Iss. 1, p. 41-45
This paper examines how faculty writing groups facilitate scholarship among nursing faculty.
Write On! A Model for Enhancing Faculty Publication
Eodice, M. & Cramer, S. (online 2008). Initially published in The Journal of Faculty Development (Fall, 2002), Vol. 18, No. 4
This case study presents rationale for a one-year campus-wide writing program to raise confidence and productivity of campus faculty.
The Faculty Writing Place: A Room of Our Own
The Magazine of Higher Learning (November / December, 2006). Vol. 38, No. 6, p. 17-32
This article is about a space created for faculty to focus on their writing, and its impact on faculty productivity.
Writing Across the Curriculum
Center for Teaching and Learning at Queens Campus, St. John’s University
This description of a two-day faculty writing retreat offers a glimpse at one campus’s attempts to support faculty writing.
Working Through Writing Challenges
Are you Writing the Perfect Dissertation?
Graduate School of Arts and Sciences, Columbia University
Although this article is directed at graduate students, it is equally helpful for all faculty members who procrastinate when it comes to writing.
Writing in the Humanities
Dartmouth Writing Program
This site offers tips for writing in a number of disciplines, including art history, English, film, music, religion and philosophy. While it is designed for students, many of the tips are universal.
Academic Publishing: Challenges and Opportunities
De Castro, R. (October, 2007). 3rd Network of CALABARZON Educational Institutions (NOCEI) Research Forum
This slide show makes the case for all academic faculty participating in writing and publishing in academic journals.
