Graduate students often struggle with large, long-term writing projects.Credit: Westend61/Getty
Many of us fear the blank page. Writing is as much a part of science as experimentation, yet graduate students are rarely trained to do it well. Often, students don’t know where to begin and become frustrated when the words don’t come easily. The stress mounts, leading to delays, overwhelm and stagnation.
In our roles as writing instructors, we work with graduate students to develop their writing skills, and we often come across people who face these challenges. We frequently advise students on strategies to ease their writing apprehension, as well as how to begin and sustain writing practices. Here, we share three of our favourite strategies for students who are working on large or long-term writing projects.
Set concrete goals
Take stock of what you have already accomplished and what remains to be done, and then translate that inventory into specific, actionable tasks. Students often come to us with goals such as, ‘write the methods section’ or ‘synthesize the background literature’. But if a goal does not clearly suggest a course of action, it needs to be broken down into smaller steps that are more tangible. Synthesizing the background literature, for example, might involve steps such as ‘describe papers X and Y on outcome Z’, ‘contact a collaborator to identify other relevant background information’ and ‘insert and label figures’. Specific, concrete goals are not only more manageable, but also provide a fuller, more accurate picture of what the writing process entails than what we initially imagine.
In some cases, goals can engender specific questions or prompts (for instance, ‘what are possible explanations for outcome Z?’ Or ‘justify why papers X and Y are relevant for this study’). These prompts suggest a guide for how to proceed and, therefore, mitigate the uncertainty (or dread) that the blank page imposes.
Develop structure and accountability
People need structure to stay rooted in their goals, and accountability to stay on track. Without these, writing is often the first thing to go in scientists’ busy lives. Block out writing time on your calendar — and be realistic. Account for all of your commitments and work out when you can make time for writing. It might take trial and error to create a schedule that works for you, but to start off, try scheduling two-hour writing blocks twice a week. A two-hour block allows you some buffer time for settling in and still leaves ample room to get into ‘the zone’. Commit to that schedule as you would to other professional obligations, because writing is, in fact, one of your professional obligations as a scientist. You can further bolster structure by finding a dedicated, consistent place to write, such as a favourite coffee shop or a reservable desk in the library or laboratory.
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If you can, join or start a writing group, in which members meet regularly to share their goals, track their progress and write. Ask your lab members or classmates — you might be surprised to discover how many people struggle with writing and will be eager to work in community. Even if you don’t participate in a writing group, connecting with others as you write can lend valuable support to your routine. Consult with your mentors, discuss ideas with your peers and seek feedback at a writing centre if your institution has one.
To ensure that your writing time is enjoyable — and that you are less tempted to cut it — celebrate your successes, whether you’re writing alone or with friends. Finally, keep your writing practice sustainable by honouring the planned ending time of your writing sessions as much as you do the starting time.
