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Ten ways to get the most out of a writing workshop

If you are considering signing up for a writing workshop, at the very least you will receive a course overview or outline, a statement of what you will get out of the workshop and what to bring. Once the workshop starts, you will then be taken on a series of educational steps to achieve predetermined learning goals. This is the case for both online and face-to-face workshops. While the facilitator will do their best to help you learn, there are important tasks you need to do before, during and after the workshop that will enhance your learning and ensure permanent improvements in writing skills. In my 21 years’ experience running over 300 face-to-face writing workshops (and dozens of online tutorials), I have observed how many different people approach the task of learning. Here are ten ways to get the most out of a writing workshop.

Before the workshop starts:

1. List your learning goals

Why do you want to do a writing workshop? What do you want to achieve? How does your writing need improvement? If you are not clear on the answers to some of these questions then consider how productive and enjoyable you find the task of writing. List any stages in the process of writing where you lack confidence or initiative. When you start and continue through the workshop, you will find that you will gain a deeper understanding of what areas need improvement and how to improve.

Consider your motivation for attending the workshop

Within my workshops, I find that the largest proportion of people are self-motivated, aware that their writing needs to improve and are keen to learn whatever they can. Then there are some who are happy with their writing but want to brush up on their skills and pick up new perspectives and extra tips. With many In-House workshops, there will be an entire team expected to attend, including some people who are confident and capable writers yet still keen to brush-up their skills. Then (very rarely) there are those who are happy with their writing, are instructed to attend by a boss or supervisor but really don’t want to be there. If you really do not want to attend a writing workshop, the facilitator would probably prefer you were not there either. If you are a supervisor reading this, avoid forcing staff to attend if they indicate they don’t want to. Having people in a workshop who don’t want to be there can make it hard for others to learn and reduce the engagement of the entire group. Even worse is a recalcitrant attendee.

2. Come prepared

Triple-check the date and time

As we all know, it is incredibly easy to get dates and times wrong.

Read the pre-workshop information at least a week before the workshop

Thoroughly read everything that is given to you, at least a week prior to the workshop. There may be important information that will help you get the most out of the workshop; for example, you might be asked to bring a summary of your project for a writing exercise. If you only read pre-workshop information the day before, you may not be adequately prepared to get the most out of the workshop.

Email questions at any time

If you have any questions at all relating to the workshop, either before or after, ask them. If you are not clear about what to expect, ask for further details.

You can download my Writing Workshop Preparation checklist here.

3. Complete any pre-workshop surveys or writing tasks

Completing surveys can seem tiresome. However, as a facilitator, I cannot emphasise enough how important it is to know, beforehand, what people want to get out of the workshop. Understanding your science background and writing challenges, and reviewing your questions before the workshop starts, allows for the best preparation for teaching. The more prepared a facilitator is, the more you will get out of the workshop. Even if you mention topics that won’t be covered in the specific workshop you are attending, the facilitator might be able bring along extra resources to help you.

If you are invited to submit a sample of your writing or complete a pre-workshop writing task, do it. Getting direct feedback on your writing is invaluable and writing immediately before a workshop can help you identify what you want to get out of the workshop. Submitting samples after the workshop is not productive as the opportunity to discuss and learn throughout the workshop is lost.

4. Don’t be late or just on-time: arrive early

Triple-check the starting time

If you are late you will likely miss crucial introductory information that cannot be repeated. I no longer wait for late-comers, even if I receive a text from someone saying they are running ten minutes late. While it is good to know that people are still coming, waiting for late-comers disrespects the efforts of those who have gone out of their way to arrive early. Strictly honouring the start time also creates a clean and industrious atmosphere for everyone present.

Aim to be 15 -20 minutes early instead of on-time

If you aim to get to an any event early and there are road closures, lift faults or random buckets of hail, then you still might arrive on time. Aiming to arrive just before the starting time, is optimistic. If you do arrive early, you will have time to settle in and meet other workshop participants before you start.

It’s never ok to be purposely late

Never assume that it’s ok to be late or that the facilitator will wait for you before they start. People who turn up to a workshop 20 minutes late without showing concern have probably perfected the art of arriving late. I expect the habitual late-comer thinks this way: “It says an 8.45 am start, but they only say that to allow for late comers, which means they will really start at 9.00 am and even then, there will just be 10-15 minutes of an informal welcome and chat and they probably won’t actually start until 9.15.”

If you are unavoidably late or unable to attend at all, text or email the facilitator.

During the workshop:

5. Participate: ask questions and make comments

Asking questions is the most important thing that you can do during a workshop. We learn by listening, thinking and doing. We also learn by working out what we don’t know. In any workshop environment, those who readily ask questions and make comments add immense benefit to the learning atmosphere as their participation encourages others to also engage by asking questions and making comments. If you don’t understand something, ask for clarification.

Some people are worried that their question will be out of place, not immediately relevant, mundane or too obvious. Don’t worry; invariably others will also want to know the answer to your question. A good facilitator will answer all kinds of questions and place the answers in context to the workshop topic. Facilitators also use questions as opportunities to reinforce important principles.

If you don’t understand something and want it repeated, ask. If your mind wandered and you missed what you thought was a crucial point, ask for it to be repeated. Don’t worry if you feel you are the only person that doesn’t get something; even if that were true - that’s ok. You are there to learn. If you want to know how a principle might be applied in different circumstances, ask. If you think a suggestion might not work in your circumstance, say so. Your comments might open up a fruitful discussion with other attendees.

Don’t worry if you feel a bit shy or nervous about asking questions, ask anyway. The facilitator aims to ensure that everyone in the workshop feels comfortable and is able to participate. Remember that attending a workshop is not a performance; experienced facilitators will ensure that you will not be judged or criticised or made to do anything you don’t want to do.

Try to avoid taking centre stage too often as you may inadvertently prevent others from participating. A good facilitator will help balance the participation efforts of different people throughout the course of the workshop.

6. Answer questions

As a facilitator, I find that one of the best ways to deliver an important teaching principle is to phrase it as a question. If the facilitator asks you a question, try to answer it even if you are just guessing. Having 2-3 people answer a question can reflect the variety of perspectives that attendees bring to a workshop. Occasionally, facilitators will throw open a question from someone to the entire workshop to see what different answers or perspectives might arise.

7. Ensure you are physically comfortable

Some people find it difficult to sit for an hour, or even for 20 minutes. If you need to stand up for a while, stand up. No one is going to mind. Ask for an extra short break if you feel one is needed. Always bring a jacket to account for unresponsive air-conditioners.

8. Take notes

This may seem an obvious piece of advice but some people think that they don’t need to take notes if they are given lecture handouts. Even if you never read your notes again, the act of taking notes reinforces your learning and helps you to focus on what you consider are the most important points.

9. Complete the evaluation survey

Completing the evaluation survey not only helps the facilitator understand how the workshop went, it is also crucial to help reinforce what you have learned during the workshop.

After the workshop:

10. Review your notes and resources

After the workshop, review the notes you took and the handouts and resources provided by the facilitator. List the most important things that you learned from the workshop and think about what you need to do next. Review the checklists provided (or create your own) to help you remember what you have learned. If you need to, email the facilitator with further questions.

Aim to review your training notes with 1-2 weeks after the workshop to help reinforce what you have learned. Also aim to review your writing before and after the workshop and look for improvements in your writing. Itemise any areas that may need further training and investigate what resources there are to help you with your next stage of learning.

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The zone of silence: reducing distraction in the writing workplace

The meeting is a sacred workplace activity where people are given a quiet space to sit and a table to write on. The meeting is shielded from interruptions or disturbances. You wouldn’t expect someone to randomly walk into a meeting without warning, cup of coffee in hand, and strike up a conversation about how bad the traffic was that morning. Yet these types of disturbances naturally happen when trying to write at your desk. Writing is as important as attending a meeting but doesn’t receive the same respect. Writing is expected to fit in around the edges of everything else: emails, queries from colleagues, phones and computers.

Trying to stay focused on any task is difficult if there are distractions. Distractions let the procrastination monster walk right in the front door and kick you out of your chair. Yet many people work in an open office: a shared workspace with no doors and often no walls. If you don’t have a door to close, it’s easier to get interrupted, easier to hear your neighbour‘s conversation and easier to hear incidental noises. Common ways of avoiding distraction are to put headphones on and listen to music (or pretend to), take your work home, or start early or leave late.

Avoid distractions when trying to write

Set up a Zone of Silence

A straightforward and inexpensive tactic is to create The Zone of Silence in your workplace. The Zone of Silence is simply an empty desk close to a powerpoint with a booking sheet stuck to the wall so everyone can see who is using it.

The rules of the zone of silence:

The area is used only for writing
Turn off your phone
Disconnect from the internet and wifi
Only brings notes and material connected with your current project
No talking
Avoid leaving to complete a different task

Active use of The Zone of Silence may raise the profile of writing as an activity that requires dedicated space and adequate periods of time in order to be completed effectively. If the rules of The Zone of Silence, is taken seriously, there is an excellent chance that writing productivity can be improved.

Any suggestions or comments please email info@writingclearscience.com.au

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Should we use active or passive voice?

The traditional criticism of active voice

Traditionally, science and academic writers were strongly advised to use passive voice in order to maintain objectivity. However, this view is based on the criticism of using the first person (‘I’ or ‘my’) in that an individual’s view or perspective was considered biased. For example, the proponents of the passive voice in science writing claim that the active construction “I observed the behaviour.” presents a subjective view, while the passive construction “The behaviour was observed.” presents a more objective perspective. Some also argue that the use of personal pronouns in science and academic writing gives the impression of stating an opinion. However, active voice is not governed by the use of personal pronouns. You can write in passive voice while using a personal pronoun. For example: “I was photographed by my friend”.

What is meant by ‘voice’?

In simple terms, ‘voice’ refers to the relationship between the subject and the verb.

How to identify active voice

Active voice is when the grammatical subject performs the action specified by the verb.

For example:

Active voice: “I produced ten surveys.” The subject is the person “I” who performs the action “produced”.

How to identify passive voice

Passive voice is when the grammatical subject of the sentence is receiving the action specified by the verb. Passive voice always has the verb form ‘to be’ followed be a past participle. ‘To be’ verbs include: ‘is’, ‘are’, ‘am’, ‘was’, ‘were’, ‘has been’, ‘have been’, ‘will be’, ‘will have been’ and ‘being’. They are also known as linking verbs. A past participle is a past tense verb that often (but not always) ends in ‘ed’.

For example:

Passive voice: “Ten surveys were produced”. The subject is the “surveys” that receives the action “were produced”. In this sentence, the reader does not know who or what produced the surveys.

Passive voice with an object: “Ten surveys were produced by me”. In this example, the object of the sentence specifies who (or what) performs the action (me).

The criticism of passive voice

The insistence that writers should always avoid the personal pronouns (or the first person) has lessened and the use of active voice is increasingly encouraged. Key criticisms of passive voice are that the reader does not know who or what was responsible for the action described in the sentence and that passive sentence constructions are often wordy and vague.

Both types of voice are necessary for good, clear writing

Whether you use active or passive depends upon what you are writing and what you need to focus on.

1. If it is necessary to specify who or what performed the action

Without adding an object identifying the performer of the action, passive construction can make it difficult to know who did what.

For example:

“The effectiveness of stem cell treatment was investigated.” With this statement the reader might be unsure who did the investigation. They might assume that the authors are referring to another study. Whereas, “We investigated the effectiveness of stem cell treatment.” clearly lets the reader know that the authors did the investigation.

If a sentence is to remain passive, a citation might be necessary to let the reader know who did the investigation.

2. If it is necessary to focus on the action itself

The following example is from the methods section of a recent research paper, which uses both passive and active voice. Here the focus is on what was measured, determined, distinguished and compared. Continual reference to who did the measuring is not necessary.

“The abundance, sex ratio, and age structure of GT and NGT trees were determined by designating 47 plots (50 m × 50 m) in the six sites in the main GIAHS area (Fig. 1a). Morphological difference of GT and NGT trees was distinguished by identifying the graft scar just above ground. In each plot, we measured the location, basal diameter (BD), and sex of each of each torreya tree. The sex ratio of NGT trees was calculated in each plot. The population density (number per ha) of GT and NGT trees was statistically compared with a t-test in R.” p 8. Zang et al. 2019

3. If the person or thing responsible for the action is unknown

For example:

Passive: “The car was stolen.”

Active: “Somebody stole my car.”

4. When explaining cause and effect

For example:

Passive: "Most malaria cases are caused by the parasite Plasmodium falciparum".

Active: "The parasite Plasmodium falciparum causes most cases of malaria".

5. If it is necessary to deliberately avoid specifying authorship

Some government departments, consultancies and corporations produce documents where acknowledgement of individual authors is deliberately avoided. This might occur when documents are designed to represent the organisation in its entirety or when a variety of different authors design, write and update documents.

For example:

- Passive: “The remediation program was initiated in early 2015”.

- Active: “Land & Water initiated the remediation program in early 2015”.

In these cases, the third person (we) may be used to collectively represent the organisation or institution.

6. If changing voice will make your writing more concise

If you do not need to specify who did what, your writing can be more concise.

For example:

- “~~We found that~~ an increase in production rate was caused by increasing the length of the probe.” (16 words)

- “An increase in production rate was caused by increasing the length of the probe.” (14 words).

Changing to active voice makes the sentence shorter and more direct.

- “Increasing the length of the probe caused an increase in production rate.” (12 words).

Finally...

As passive voice is commonly in past tense, some confuse past tense with passive voice. Tense explains when something happened while voice explains who or what performs the action. Here are examples of active and passive voice written in the three different tenses.

For example:

Passive voice

Past tense: "The problem was investigated by me".

Present tense: "The problem is being investigated by me".

Future tense: "The problem will be investigated by me".

Active voice

Past tense: "I investigated the problem".

Present tense: "I am investigating the problem".

Future tense: "I will investigate the problem".

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Two ways to be an INefficient writer

Science is often complicated and writing about a scientific topic can be like trying to untangle spaghetti. Writing efficiently can also be a struggle if you are exploring an unfamiliar topic or haven’t had a lot of writing experience. Irrespective of experience, there are two types of writing behaviour that will greatly reduce productivity and confidence.

1. Writing without having a clear understanding of your core topic

Your core topic includes your document aims and objectives and the key problems you are aiming to solve, together with an explanation of how your topic fits within your discipline. Starting to write without a clear idea about the depth and breadth of your topic can be time-consuming. Every scientific topic may be linked to dozens of other sub-topics that at first consideration appear just as important as your original topic. It is often tempting to try and include them and look for a way to link them all together. Without clear focus, it is easy to drift away from your topic and you may not realise that you are actually writing about five topics instead of one.

It can be easy to get distracted from your main story by adding excessive and seemingly, interesting details. Avoid the desire to update the reader with every twist and turn, every exception to the rule, and every related, but not-so-important, detail.

2. Polishing: trying to write perfectly in a first draft

Inefficient writers often start by writing a burst of fresh thoughts and then immediately spend considerable effort rewriting, editing, and proofreading this material before writing a fresh block of text. This is also known as polishing your writing. Polishing in early drafts is an easy trap to fall into when writing on-screen: each time you open a file, it is tempting to first read, review and then re-edit the existing text before writing fresh material. As the document develops, what is written earlier is continually reconsidered, rewritten and re-edited while what is written later receives far less attention.

Polishing in the early stages of writing can be a form of procrastination where you allow yourself to get distracted from the important thinking time and problem-solving needed to design your document.

People often believe that they should be writing perfectly the first time and get frustrated at the seemingly endless amount of time it takes to complete a document. Some people imagine that innumerable drafts and rewrites will be needed and suspect that they will never be happy with the final product. Labouring over a single sentence while thinking you still have 1000 more to write is daunting.

Polishing your sentences is necessary in later drafts when fine-tuning your ideas and improving your message for the reader. Inefficient writers polish early, while efficient writers polish after they have worked out what they want to say.

Any suggestions or comments please email info@writingclearscience.com.au

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