I’ve slowed my blog writing down this year, but I am writing. I am writing other texts. I am trying to use November—also known as Academic Writing Month or #AcWriMo—to move one writing project forwards.
During #AcWriMo writers often set word count goals, and words are—of course!—important. I have been working towards a word count and counting words in incremental amounts. I have a handwritten list and when I get to a word milestone, I put a satisfying line through it. But there is more to writing than words.
In order to write words, especially in academic writing, I read as I go. Papers, journal articles, freshly published books. This is so that I know the field within which my writing operates, and so that I can situate my work alongside other scholarship and amongst other writers. Writing-while-reading, going back and forth between the two, is slower than ‘just’ writing. Sometimes it is incredibly slow!
I need to be careful that I don’t spend too much time reading and summarising the work of others. After all, my text is my contribution to the field. I need to make sure there’s enough me in my writing. What am I contributing? What do I have to say? What are the takeaways for my reader? I need to remember to put this up front. In one of Tara Brabazon’s recent vlogs, she said ‘don’t bury the lead’. My argument and unique contribution need to be front and centre, not buried in the middle or tacked onto the end. This is a challenge for an early career scholar who sometimes clings to the authoritative voices of others rather than foregrounding her own. As my supervisors said to me late in my PhD candidature: more me, less others!
I will also need to examine the structure of my writing. Does the text hold together effectively? Do the headings and sub-headings reflect the logical arc of my argument, and the journey through which I am taking the reader? Are all the bits relevant, and does each section of text have a clear purpose? I have been revising structure as I have gone along, but need to continue to be mindful of it. This means zooming out to a bird’s eye or balcony view from time to time.
Writing is more than churning out words. I can write a lot of words in a short time, but that doesn’t mean they will be good words. They might be edited out later on, or polished to an unrecognisable version of what they were when they flew from the keyboard. I will need to focus on editing, including printing the document and editing with a pen.
It is during the editing process that I am often taken back to a blog post by Pat Thomson, in which she writes …
It’s 7. 30 pm and Pat is in the lounge room reading. She is examining a thesis but finding it hard to stay awake.
I don’t want to be the writer sending Pat (or my imagined reader) to sleep. In her hypothetical example, Pat is reading a thesis for examination, but my reader will be reading out of choice, not obligation. How do I help them want to read on through my writing? I need for my writing to be enjoyable, accessible, and with effective personal voice. I need to signpost what I am doing and where the text is going, but not in a way that is laboured and mind-numbing. I need to iron out the clunky and clumsy bits. I need to work on flow and flair.
So, I am writing this Academic Writing Month. But it’s not as simple as counting words and hitting quantitative targets. I will approach my writing from different angles and for different purposes. I will remain mindful of my end point and protect regular time to visit my manuscript and pay intentional attention to it.