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Work procrastination: important tasks that keep us from writing

There is a lot of angst with people who want to write, yet cannot seem to. This is commonly referred to as writer’s block. Often the cause of writer’s block is procrastination.

There are a lot of blogs about procrastination; lots of advice and many very humourous blogs and skits (remember when Bernard from Black Books (Series 1, Ep. 1) gladly paired his socks and welcomed in the Jehovah’s Witness to avoid having to do his tax?). We could procrastinate by reading about procrastination: It’s very easy to procrastinate by learning how not to procrastinate. It’s also easy to recognise most types of procrastination: playing computer games, snacking, walking the dog, doing the dishes, chatting to your work colleagues and generally allowing yourself to get distracted by anything colourful, shiny, noisy or interesting.

A less obvious type of procrastination is simply keeping busy, also known as busywork: “work that usually appears productive or of intrinsic value but actually only keeps one occupied”. What is even less obvious is what I call work-procrastination; this is when you are working on a task that is very closely related to, but is not actually, writing. For example, sorting computer files; doing that extra bit of background reading on a topic you are already familiar with; editing the reference list of your report; looking up the perfect definition of a concept; proofreading; re-reading; or spending 40 minutes rewriting and polishing a nearly-perfect paragraph when you haven’t yet considered what might be the major points in your first draft.

You tell yourself that working on these related tasks will ultimately help complete the task; you convince yourself that they are important and necessary and that they must be completed before you write. Because we know these related tasks still have to be completed at some point, we procrastinate by doing them instead of writing.

How to realise when you are work-procrastinating?

When you stop writing and allow yourself to be distracted by other important tasks.

How to avoid work-procrastination?

– Block off time on your calendar where you are only writing.

– If it’s a first draft, just write. Don't worry if you write messily, incoherently and incompletely. Just get your main ideas out first.

– Don’t stop and worry if you are making sense – leave that for when you tackle the second draft.

– Don’t stop and re-read and edit what you’ve just written – leave that for when you tackle the second draft.

– Set up a zone of silence to reduce distractions.

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

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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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Twelve common mistakes when writing an abstract

An abstract is typically the summary or overview of a scientific paper, thesis or report. The purpose of the abstract is to give your reader a complete summary of your entire project. As there is a never-ending supply of papers and reports to read, you only have two chances to engage your reader and to convince them to keep reading. The first is the title (and the keywords) and the second is the abstract.

A well-written abstract will maximise the chances of your document being read, understood and even enjoyed. If writing a research paper, a well-written abstract will maximise your publication success. Not only will reviewers appreciate a good abstract, it may be the only part of the paper they are sent when invited to review a paper.

This focus of this article is to highlight what is commonly wrong with abstracts. Please note: The relevancy of some issues raised here might depend upon your discipline or document type. For example, some academic journals do not require abstracts at all or only require a very brief project overview.

These common mistakes are not listed in any particular order and some overlap:

1. Not writing a summary

The abstract should be a complete, succinct summary of your entire project. Summarising is being able to identify and highlight key points using as few words as possible.

2. Not paraphrasing your own work

Paraphrasing is when you use your own words to convey meaning from another source, with the aim of improving clarity. Paraphrasing often includes summarising. One common mistake is to copy entire sentences from different parts of the paper into the abstract. This is not summarising or paraphrasing.

3. Not summarising your entire project

A common mistake is to only include certain parts of the project in the abstract. If your paper is structured into Introduction, Methods, Results and Discussion sections, then your abstract includes a summary of each section, often written as a complete paragraph or with headings. If the abstract lacks key information, for example the aim or the conclusions, the reader may not appreciate the strength of importance of your project and not be convinced to keep reading. Don’t assume your reader will search through your document for this information if they can’t find it in the abstract.

4. Using the abstract as a de facto Introduction or Discussion

After writing important introductory and conclusion explanations in the abstract, some authors then don’t include these details in the body of the document, fearing it will look repetitive. This can happen if the abstract is written before designing the rest of the document. Although drafting an abstract in the early stages of writing is a good idea, it is best to finalise your abstract when you have finished the rest of your document.

5. Including too much (or not enough) background

If the abstract is considered a de facto introduction, too much background may be included. Alternatively, a brief summary of the background might be omitted if the author assumes the audience is completely familiar with the project topic and the background. Never assume your reader knows your topic or project as thoroughly as you do; some of you readers might, but they will still need this information to appreciate what your document is about.

6. Including too many (or not enough) methods

A brief summary of the methods or procedure is important as they are a key component of any project. Given the potential complexity and diversity of a scientific study, it is easy to add too much detail about methods; an example is the unnecessary listing of all data collection instruments and their brand names. The following example from a research paper abstract is a concise summary of the methods. “Methods: We systematically reviewed the literature and meta-analyzed risk estimates from longitudinal studies reporting the association of coronary heart disease (CHD) or heart failure (HF) with risk of dementia.” Wolters F.J. et al. (2018)

7. Not explaining what your results mean

As your abstract should include a summary of all parts of your project, this includes a summary of the discussion or conclusion of your study. Some authors omit interpreting their results, expecting the reader to wait until they have read the entire document. They may not.

8. Including citations, abbreviations and detailed measurements

Standard convention is to avoid writing abbreviations, detailed measurements or citations in an abstract. In some cases, and in some disciplines, it may be difficult to avoid using abbreviations if they are used as terms, are not written in any other format, difficult to write in full or impractical to leave out.

9. Including information not presented in the paper

It may be tempting to include extra information that is not in the rest of the document but this is misleading. Stick to your key aim.

**10. Not following the Instructions to Authors of your target journal**

A journals’ Instructions to Authors are just that: instructions; they are not suggestions or simply good ideas, nor are they meant to replace a science style guide. Depending upon the extent of this omission, not following a journal’s Instructions to Authors can dramatically increase the likelihood your paper will instantly returned for further changes.

11. Not including keywords

Keywords of your study are essential to ensure that your paper is correctly indexed and so your document will be visible in different search engines. Some authors assume this step is not necessary, assuming that all terms will be visible. Keywords “help promote an article’s visibility within the publications iceberg”.

12. Not giving the conclusion

Sometimes authors leave out the conclusion or the summary of their findings as they expect the reader will then go on to read the entire paper to find the answer. However, if the reader cannot find the answers in your abstract, they may just skip your paper and go onto the next one on their list. Also, leaving out the conclusion goes against the tenet that an abstract should be a summary of the entire paper.

Remember:

Don't assume your readers know a little less that you do.
Don't assume all published papers have good abstracts.
Seek feedback before finalising your later drafts.

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

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