Natalie Gately

On becoming a writer and how to keep your head in the zone

My first reflection of writing for academia was in my first year at University. I was a mature aged student with years of employment in television (behind the scenes!) and fairly confident about my abilities at work. I juggled work and parenthood, and was now excited about coming to University for the first time. I recall joking with my fellow students that I could change a nappy with one hand…. but I did not even know the last time I wrote an essay. As I eagerly awaited the return of my first assignment, my tutor handed me my document with the words ‘very emotive and sensational – this is suitable for the front page of the West’. I broke into a broad smile before realising that it was not a compliment, I had barely passed the assessment and the red pen were all notifications of my ineptitude. So I came crashing back to earth.

As an undergraduate, I never really recovered my confidence at writing. I was told that although I was articulate in class, it did not translate into my written work. One lecturer told me to speak into a recorder and then type what I had recorded. It did not work. My marker still wrote ‘conversational’ on my paper. There were no writing consultants as we know today so I just struggled through. I got used to words like ‘chatty’, and ‘verbose’ and as much as I tried to read my work aloud I was not able to correct my writing. It was soul destroying. I knew it was wrong, I just didn’t know what it was.

In my Honour’s year (yes, despite my view of my writing as limited, I made Honour’s) something clicked. I sat down with my non-academic husband and was reading aloud when he said, “…why do you need so many words, why don’t you just say……” I read him some more, and he reworded it again. I began to see (what Sally Knowles would eventually teach me) was my ‘lard’ words. Words that I used over and over again. Descriptive words that did not add anything, sentences that if restructured could say what I wanted to communicate much more clearly and with far less words, giving it an extra ‘punch’ factor. That was not the end of my journey, but it was a significant (another word you are not allowed to use in research – unless it is!) push in the right direction.

Writing the Introduction and Literature Review

Now, I have a formula when I begin to write. Firstly, I brainstorm the topic. This usually involves another person, someone I can bounce ideas off. Sometimes it helps if that person is not knowledgeable about the topic, when you have to explain it out loud and are questioned you realise the scope of what you need to write. We discuss the most logical order of the literature review, where I need to put things and in what order. What literature, legislation and definitions I need. That helps me set up my introduction and literature review.

Writing Research Methodology and Design – getting it right!

In my PhD I got to the end of my data collection when visiting Professor Don Thomson looked at my data. I explained to him the purpose of my research and what I was trying to find out. Then he uttered the dreaded words “…you won’t be able to answer that with that data.” Now I have developed a system to deal with that, and I ensure all my research students fill it out. It is an easy way for me to see whether all my research questions can be answered, and also if I have superfluous or unneeded content.

I write a table with four columns:

Overarching research Questions / Which questions in my survey and/or interview schedule etc. will answer those research questions / Aims of research / Outcomes

In some instances I add an extra column for data analysis, or authors I have cited. It depends on what is needed.

The rest of the write up is similar across most disciplines. Results, discussion, limitations, implications, conclusion etc. etc. etc. I find if the design is right, then the rest flows more easily. I am enthusiastic and passionate about what I do, but often I have not taken care of the ‘small stuff’ – which then becomes ‘big stuff’ to worry about. Too often I have rushed into projects without professional advice. I guess I have been worried that if I ask too many questions, my colleagues would see what a fraud I was, question why I had a job writing and researching and what the hell was I doing teaching students!

After struggling with my writing, I attended some writing retreats. Finally I was able to move to the next stage, that I am at now (I won’t say the final stage because I think as writers you keep evolving depending on what you are writing about, who with, and what for). I was given formulas for locating my ‘lard’ words. Someone took the time to read my work, and not just edit content, but edit my writing style. And it just kept clicking. I was getting it. Hallelujah! Writing stopped being a drag and expected part of my job, to something I was getting excited about. Take home message, don’t be afraid to find help, we have talented writing advisors on campus, they live for this sort of thing!

So how do I begin writing now? I get the words down on the page. I just let it all flow without editing. It is a ‘dog’s breakfast’ to start with I admit, and I would not like anyone to read those earlier stages. Then I get down to reading my work, editing the content, removing the lard words, restructuring the sentences, linking the paragraphs. I have stopped thinking about the deadlines and started to enjoy the process. When you enjoy the process you start earlier because you are interested, instead of dreading it, leaving it until the last moment when there is no leeway and it becomes a rush job. Rushed writing leaves no room for the polishing, which then gets bad reviews, which then confirms you are still bad at writing!

I have learned that you can submit a journal article, with one reviewer praising the article and wanting minor changes, and the other ripping it to pieces and criticising (not critiquing) nearly every aspect of it. From that I have realised the type of reviewer I want to be, what is constructive and helpful and what is merely ego. I have learned the type of supervisor I want to be – one that helps my students get their design right! I am learning the type of colleague I want to be and who I work well with. Collaborating will get you so much further. It helps from the initial stages to the finished product. Not everyone wants something back from you, there are people who will help without wanting to take ownership of your work and product. In return you either return the favour or pay it forward.

Go out and get help with writing. As I have found out, sometimes it is not the person you expect that can make you understand. Sometimes that person comes from left of field, but has a way of explaining that you finally understand. Meet regularly with other writers. It can be a lonely and isolating experience. We had a group called ‘keeping the faith’ and we meet for half an hour every week. We set really small goals that we had to keep to for the next week. That could bedownloading an article, reading an abstract, getting a file together to put your articles in, ANYTHING that would keep your head semi in the zone. Otherwise when you do have time to write, you waste time trying to get your head in the project again. My final piece of advice is to find something that gets you excited. Sometimes we have to write about topics we are not passionate about, so try and find something that will interest you so you can finish it. If nothing else, be excited that it will finish. :-)