graphs of the number of pages produced in each period. At the same time they logged all the creative ideas
they had had since their last writing time and graphed that number as well. In fact, with some of his more
blocked colleagues, he required that they stop writing once they had reached their goal, even if they had
more ideas. Any additional ideas were jotted down and used to stimulate writing during the next period.
Boice found that the charting of output had a very positive effect on most participants, giving them an
immediate feeling of accomplishment as opposed go the delayed success we experience only at the
completion of a long, project.

4. Use the buddy system. Although Boice had a lot of success with charting progress, he was far more +
successful when some external contingencies were applied to monitor progress. He used several different
systems at various times. For exafaple, in one case, a group of faculty formed a small support group which
met on a regular basis (sort of like Weight Watchers) to compare progress. In another case, Boice himself
was the monitor and met with each participant for ten minutes once a week to review what they’d done.

5. Overcome your writing blocks. Even if you succeed in setting aside tinte and setting up a monitoring
system to keep track of your output, you may still face occasional problems in getting started writing. If so,
there are some additional suggestions gleaned from Boice’s work and the work of others who specialize in
writing, such as Peter Elbow, which may be of help.

One thing that often overwhelms us as we begin a writing project is the sheer size of the task. The
thought of launching into a multi-chapter proposal or report can be intimidating. Therefore, for example,
break a paper into steps such as an outline, a set of main points, a unit around each main point, a
conclusion segment, and finally an introduction. Once all the segments are written, editing pulls them all
together and comprises another unit of work.

Another suggestion to get the writing going is a procedure called "free writing." This is particularly
helpful when you are staring at a blank page and can’t decide how to begin. The procedure involves setting
a given time period, like ten minutes, and simply writing down anything that comes into your mind,
including "I can’t think of anything." The objective is to not lift your pen from the paper, but to write
continuously, allowing the free flow of ideas to stimulate you without the need for revision. Each idea
generates more ideas and breaks the block of not knowing where to begin because you can begin anywhere.
Once the specified period is over, you can go back and edit what you've written or use the ideas generated
‘to create a more coherent piece.

A third suggestion to help blocked writing is to not write at all, but rather to talk into a tape recorder
about what you would say if you could write. Then you produce a transcript of those thoughts and use that
transcript to form the basis for a written piece. You might be able to do a similar thing by free associating to
a live person who would jot down notes on what you said.

A final way to help you get started,each time you begin working during your scheduled writing time is
suggested by Boice’s studies. He sviiyests that at the start of each session, you begin by rewriting the last
page of the previous session’s output. This helps to re-establish the mind set you were in when you
stopped the time before.

In summary, the biggest block to our writing and creativity may be the myths with which we have
surrounded them. It appears that with a little psychology, many of those blocks can be overcome and our
output increased. This should be good news to all faculty members whose lament is "| never have time to
write or think!"

 

 

Marilla D. Svinicki
The Center for Teaching Effectiveness
The University of Texas at Austin -

Abstracted with permission from Newsletter (Volume 8, Number 1).

For further information, contact the author at the Center, MAI 2200, The University of Texas at Austin,
Austin, TX 78712.

 

 

Suanne D. Roueche, Editor
February 27, 1987, Vol. IX, No. 6

INNOVATION ABSTRACTS Is a publication of the National Institute for Staff and Organizational Development, EDB 348, The University of
Jexas at Austin, Austin, Texas 78712, (512)471-7545. Subscriptions are available to nonconsortium members for $35 per year. Funding in
part by the W. K. Kellogg Foundation and Sid W. Richardson Foundation. Issued weekly when classes are In sesslon during fall and spring
terms and once during the summer.

© The University of Texas at Austin, 1987
Further duplication Is permitted only by MEMBER Institutions for thelr own personnel. ISSN 0199-106X