EDITORIAL doi: 10.1111/nicc.12139
Emotional aspects of writing For many colleagues, whether in clinical practice, academia or management, writing is tinged with experiences of completing assignments against timelines, a process which is often rushed and unsatisfactory. The residue of these memories can demotivate individuals in writing for professional development purposes. The emotional benefits of expressive writing about post-traumatic events have been widely documented (e.g. Baikie and Wilhelm, 2005). The therapeutic potential of narration and storytelling to make sense of an experience and in charting recovery is also widely reported (Frank, 1997). Narration allows the organization of thinking, analysis and making sense of ideas; allows for comparison, putting in perspective positions and values that also serve to chart learning and discovery (Frank, 2010). It is the medium through which we, as individuals, can think deeply and engage deliberatively with our thoughts. Importantly, it can help us to find a means of articulating what may otherwise be free thought. It is also the means by which we can expose the gaps in our thinking and understanding, thereby prompting us to read and reflect to fill those gaps (Frank, 2010). It is only a small leap to suggest that technical writing can therefore serve to make sense of our professional lives and our research. When conveying new insight into a subject, that writing contributes to the wider communities’ understanding of a topic. It needs to be shared. Murray (2013) writes about how people manage themselves and stay motivated when writing a technical piece. This requires structure, form and language to competently convey within accepted norms a paper for publication. Further it requires an argument to be there, and represents the raison d’etre of publication: communicating something 270
that has not been published. The headings of what is known about the subject and what this paper adds, a subsection used extensively within Wiley journals, helps an author to reflect on these gaps in the literature that can serve as the basis from which to form an argument for a paper. There does have to be some cognitive understanding about the topic and also linguistic competency in grammar, punctuation and spelling (Murray, 2013). Frank (2010) reminds us that bad writing is symptomatic of incomplete thinking. But of note, writing is reported to be more difficult when communicating about a subject dispassionately (Brand, 1987) or when a subject does not align with one’s personal position or value set (Mills and D’Mello 2012). In addition, the task of writing can be more challenging if individuals experience ill health or a period of emotional difficulties. So these factors may help those new to writing to reflect on why it is hard sometimes to write a paper for publication. To turn this around and to be productive Murray (2013, p.15) urges an author to: 1. identify a personal motivator to write 2. make the writing meaningful to you 3. reward yourself for the writing exercise 4. pace yourself and ensure you look after your physical, mental and social well being when writing, especially a long piece 5. find a critical friend or a writing group who can motivate and support you. However, the reward from the production of one’s writing is stimulus enough to keep writing. When this writing gets positive feedback it
encourages further writing. It can be addictive and one further tip from Murray (2013) is to engage in regular writing. Ultimately, the production of a paper is down to persistence. The first draft is unlikely to be the last. It will require further refinement. That inevitably requires insight into the strengths and weaknesses of one’s own work. Frank (2010) argues ‘the greatest difficulty is in becoming a critical reader of your own work’. To do this requires some facilitation, and evaluative feedback to develop a repertoire of criticality to help in your self-review. Making a commitment to writing is important, and keeping the momentum can be achieved through talking about the process, the challenges and the personal development. Making writing productive (Goodson 2013) whether as part of professional activity or for pleasure depends on transforming our mindset. According to Goodson (2013), the first step to getting a writing habit is to embrace the right attitude and frame of mind. The value and belief we attribute to writing will reflect our attitude. If writing is seen as a healthy activity and undertaken regularly, the task becomes sustainable and is not perceived as threatening or as a chore. Having a favourable disposition to writing combined with high-value translates to a more enriching and productive experience. The second element in becoming productive, concerns how every day contingencies are managed, namely activities which will facilitate or hinder individuals with their plans to write regularly (Goodson 2013). Enabling activities may include developing a writing plan, scheduling chunks of writing time, setting achievable targets, engaging in bite-size writing periods, minimizing external interruptions such
© 2014 British Association of Critical Care Nurses • Vol 19 No 6
Editorial
as checking emails, Facebook, and undertaking online retail therapy. Practice, practice and more practice is the way to become productive. Additionally, successful academics tend to read widely and regularly to develop their skills in writing clearly and effectively. Indeed, regular writing engages individuals in focused repetition and this way errors can be corrected and new skills can be uncovered which in turn raises excellence in performance. In summary, writing can be facilitated. Structure, form and technical requirements for a manuscript can be taught. Developing criticality, editing skills and proofreading capability can be facilitated but it is experience that helps to embed and refine those skills. Motivation, valuing writing, will power and time management are the
ingredients to see the writing project through to completion. The BACCN has commissioned two workshops to help its members think about the writing process. The next workshop will run as a webex seminar, and the details are listed below. We can offer a framework to help the writing. Do you have a professional insight that needs to be shared with your colleagues? If so, please do sign up for the workshops. We so look forward to reading what it is you have to say. Julie Scholes and John Albarran Co-editors, Nursing in Critical Care
REFERENCES
writing. Advances in Psychiatric Treatment; 11: 338–346. Brand A. (1987). Hot cognition: emotions of writing behavior. Journal of Advanced Composition; 6: 5–15. Frank A. (1997). The Wounded Story Teller: Body, Illness and Ethics. Chicago: The University of Chicago Press. Frank A. (2010). Letting Stories Breath: A Socio-narratology. Chicago: The University of Chicago Press. Goodson P. (2013). Becoming an Academic Writer: 50 Exercises for Paced, Productive, and Powerful Writing. Thousand Oaks: Sage Publications. Mills C and K. D’Mello (2012) Emotions during writing on topics that align or misalign with personal beliefs Intelligent tutoring systems Lecture Notes in Computer Science 7315, 2012, 638–639 Murray R. (2013). Writing for Academic Journals. 3rd edn. Maidenhead: Open University Press.
Baikie K, Wilhelm K. (2005). Emotional and physical health benefits of expressive
Reviewing an article for publication; top tips for success 21 st January 2015 5- 6pm GMT Live web ex tutorial on web ex. The tutorial is accessed through your computer or lap top. There will be a visual display and you will hear John and Julie talking to each one of the slides. You can therefore attend the tutorial anywhere where you can access your computer. Your name as an attendee will be listed in the tutorial page and you will have opportunity to communicate with the tutors if you have a microphone. If you wish to join the web ex tutorial all you need to do is send your email address to [email protected] . You will be sent a meeting invitation and a link. There will also be a password to enable you to attend the meeting. You may see a prompt to install a plug-in. The instructions are easy to follow but you will require access to a computer that will enable you to download and install this plug-in.
© 2014 British Association of Critical Care Nurses
271
Emotional aspects of writing For many colleagues, whether in clinical practice, academia or management, writing is tinged with experiences of completing assignments against timelines, a process which is often rushed and unsatisfactory. The residue of these memories can demotivate individuals in writing for professional development purposes. The emotional benefits of expressive writing about post-traumatic events have been widely documented (e.g. Baikie and Wilhelm, 2005). The therapeutic potential of narration and storytelling to make sense of an experience and in charting recovery is also widely reported (Frank, 1997). Narration allows the organization of thinking, analysis and making sense of ideas; allows for comparison, putting in perspective positions and values that also serve to chart learning and discovery (Frank, 2010). It is the medium through which we, as individuals, can think deeply and engage deliberatively with our thoughts. Importantly, it can help us to find a means of articulating what may otherwise be free thought. It is also the means by which we can expose the gaps in our thinking and understanding, thereby prompting us to read and reflect to fill those gaps (Frank, 2010). It is only a small leap to suggest that technical writing can therefore serve to make sense of our professional lives and our research. When conveying new insight into a subject, that writing contributes to the wider communities’ understanding of a topic. It needs to be shared. Murray (2013) writes about how people manage themselves and stay motivated when writing a technical piece. This requires structure, form and language to competently convey within accepted norms a paper for publication. Further it requires an argument to be there, and represents the raison d’etre of publication: communicating something 270
that has not been published. The headings of what is known about the subject and what this paper adds, a subsection used extensively within Wiley journals, helps an author to reflect on these gaps in the literature that can serve as the basis from which to form an argument for a paper. There does have to be some cognitive understanding about the topic and also linguistic competency in grammar, punctuation and spelling (Murray, 2013). Frank (2010) reminds us that bad writing is symptomatic of incomplete thinking. But of note, writing is reported to be more difficult when communicating about a subject dispassionately (Brand, 1987) or when a subject does not align with one’s personal position or value set (Mills and D’Mello 2012). In addition, the task of writing can be more challenging if individuals experience ill health or a period of emotional difficulties. So these factors may help those new to writing to reflect on why it is hard sometimes to write a paper for publication. To turn this around and to be productive Murray (2013, p.15) urges an author to: 1. identify a personal motivator to write 2. make the writing meaningful to you 3. reward yourself for the writing exercise 4. pace yourself and ensure you look after your physical, mental and social well being when writing, especially a long piece 5. find a critical friend or a writing group who can motivate and support you. However, the reward from the production of one’s writing is stimulus enough to keep writing. When this writing gets positive feedback it
encourages further writing. It can be addictive and one further tip from Murray (2013) is to engage in regular writing. Ultimately, the production of a paper is down to persistence. The first draft is unlikely to be the last. It will require further refinement. That inevitably requires insight into the strengths and weaknesses of one’s own work. Frank (2010) argues ‘the greatest difficulty is in becoming a critical reader of your own work’. To do this requires some facilitation, and evaluative feedback to develop a repertoire of criticality to help in your self-review. Making a commitment to writing is important, and keeping the momentum can be achieved through talking about the process, the challenges and the personal development. Making writing productive (Goodson 2013) whether as part of professional activity or for pleasure depends on transforming our mindset. According to Goodson (2013), the first step to getting a writing habit is to embrace the right attitude and frame of mind. The value and belief we attribute to writing will reflect our attitude. If writing is seen as a healthy activity and undertaken regularly, the task becomes sustainable and is not perceived as threatening or as a chore. Having a favourable disposition to writing combined with high-value translates to a more enriching and productive experience. The second element in becoming productive, concerns how every day contingencies are managed, namely activities which will facilitate or hinder individuals with their plans to write regularly (Goodson 2013). Enabling activities may include developing a writing plan, scheduling chunks of writing time, setting achievable targets, engaging in bite-size writing periods, minimizing external interruptions such
© 2014 British Association of Critical Care Nurses • Vol 19 No 6
Editorial
as checking emails, Facebook, and undertaking online retail therapy. Practice, practice and more practice is the way to become productive. Additionally, successful academics tend to read widely and regularly to develop their skills in writing clearly and effectively. Indeed, regular writing engages individuals in focused repetition and this way errors can be corrected and new skills can be uncovered which in turn raises excellence in performance. In summary, writing can be facilitated. Structure, form and technical requirements for a manuscript can be taught. Developing criticality, editing skills and proofreading capability can be facilitated but it is experience that helps to embed and refine those skills. Motivation, valuing writing, will power and time management are the
ingredients to see the writing project through to completion. The BACCN has commissioned two workshops to help its members think about the writing process. The next workshop will run as a webex seminar, and the details are listed below. We can offer a framework to help the writing. Do you have a professional insight that needs to be shared with your colleagues? If so, please do sign up for the workshops. We so look forward to reading what it is you have to say. Julie Scholes and John Albarran Co-editors, Nursing in Critical Care
REFERENCES
writing. Advances in Psychiatric Treatment; 11: 338–346. Brand A. (1987). Hot cognition: emotions of writing behavior. Journal of Advanced Composition; 6: 5–15. Frank A. (1997). The Wounded Story Teller: Body, Illness and Ethics. Chicago: The University of Chicago Press. Frank A. (2010). Letting Stories Breath: A Socio-narratology. Chicago: The University of Chicago Press. Goodson P. (2013). Becoming an Academic Writer: 50 Exercises for Paced, Productive, and Powerful Writing. Thousand Oaks: Sage Publications. Mills C and K. D’Mello (2012) Emotions during writing on topics that align or misalign with personal beliefs Intelligent tutoring systems Lecture Notes in Computer Science 7315, 2012, 638–639 Murray R. (2013). Writing for Academic Journals. 3rd edn. Maidenhead: Open University Press.
Baikie K, Wilhelm K. (2005). Emotional and physical health benefits of expressive
Reviewing an article for publication; top tips for success 21 st January 2015 5- 6pm GMT Live web ex tutorial on web ex. The tutorial is accessed through your computer or lap top. There will be a visual display and you will hear John and Julie talking to each one of the slides. You can therefore attend the tutorial anywhere where you can access your computer. Your name as an attendee will be listed in the tutorial page and you will have opportunity to communicate with the tutors if you have a microphone. If you wish to join the web ex tutorial all you need to do is send your email address to [email protected] . You will be sent a meeting invitation and a link. There will also be a password to enable you to attend the meeting. You may see a prompt to install a plug-in. The instructions are easy to follow but you will require access to a computer that will enable you to download and install this plug-in.
© 2014 British Association of Critical Care Nurses
271
