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Jdarg

SoWal Expert

Just start writing down ideas- either in an outline form, or even just as they come to you.  But start scribbling- even if it is nothing you would use- but it always gets the writing motor running.   What point (or points) are you trying make?  What questions are you answering?  A rough draft can be as simple as words scratched on a cocktail napkin  :lolabove: .  So maybe you better start where the rest of us would start- with a drink!  If you are a morning person, start early tomorrow- fresh brains work best.

iwishiwasthere

Beach Fanatic

great suggestions....time to go to the kitchen :lol:

My other trick was procratination- as in clean the house.  I can't form an organized thought unless there is order in the universe around me.  As in, I can't possibly write a paper when there is vacuuming to be done.  But it works!

My other trick was procratination- as in clean the house.  I can&#039;t form an organized thought unless there is order in the universe around me.  As in, I can&#039;t possibly write a paper when there is vacuuming to be done.  But it works!

Mermaid

picky

jdarg, you're one smart cookie!  I bet you  turned in great papers all the time.  Now let's see...if you have 48 hours you don't have to worry!  4.8 hours is when you start to worry.    :cool: 

I always jot down ideas and try to form it into an outline, no matter how loosely.  Then I flesh out my ideas into composition.

And then there was the time when, not for lack of trying, I pulled an all-nighter.  It's not that I left it to the last minute, but the writer--some drab Russian, if I remember correctly--did not inspire me.  I stared at the paper and stared some more and agonized even more than that, and before long an entire night had flitted away.  However, by 6:30 am I had a paper to show for it!  (And you know it was miserable if I can remember the details 28 years later.   :bang: )  Passed the class, too.

jdarg, you&#039;re one smart cookie! I bet you turned in great papers all the time. Now let&#039;s see...if you have 48 hours you don&#039;t have to worry! 4.8 hours is when you start to worry. :cool: 
 
I always jot down ideas and try to form it into an outline, no matter how loosely. Then I flesh out my ideas into composition. 
 
And then there was the time when, not for lack of trying, I pulled an all-nighter. It&#039;s not that I left it to the last minute, but the writer--some drab Russian, if I remember correctly--did not inspire me. I stared at the paper and stared some more and agonized even more than that, and before long an entire night had flitted away. However, by 6:30 am I had a paper to show for it! (And you know it was miserable if I can remember the details 28 years later. :bang: ) Passed the class, too.

Paula

I was a graduate student once and wish I knew these strategies then.  

1.  I now use post-it notes when I have to identify and organize key thoughts for papers and I've used it for book chapters.  I put key ideas onto a post it note and put it on a wall.  Then I keep writing key ideas down and putting the post-it note where I think it should go in the "story line".  I leave the post-its up on a wall.  Then I type up the outline from the post-it notes and go from there.  (I think this is a mix of strategies called mind-mapping and storyboarding.)

2.  Also, a time-management strategy is to keep doing part of the project until you get to a "logical stopping point".  In other words, work up until you finish the outline, finish a paragraph, finish a section, finish the first draft, whatever.  This moves you forward, gives you a sense of closure with each section (which is motivating), and you don't end up having to remember where you were last.  

These two strategies described above helped me tremendously in my own writing.  I don't think I would have finished anything without them.  

I know a therapist who works primarily with graduate students to help them get their dissertations and other papers done (she works a lot with writers block).  She does her work by phone as well as in person.  She's full of techniques and support for writing.  Just send me a private message if you want her contact information.  

Good luck!

I was a graduate student once and wish I knew these strategies then. 
 
1. I now use post-it notes when I have to identify and organize key thoughts for papers and I&#039;ve used it for book chapters. I put key ideas onto a post it note and put it on a wall. Then I keep writing key ideas down and putting the post-it note where I think it should go in the &quot;story line&quot;. I leave the post-its up on a wall. Then I type up the outline from the post-it notes and go from there. (I think this is a mix of strategies called mind-mapping and storyboarding.) 
 
2. Also, a time-management strategy is to keep doing part of the project until you get to a &quot;logical stopping point&quot;. In other words, work up until you finish the outline, finish a paragraph, finish a section, finish the first draft, whatever. This moves you forward, gives you a sense of closure with each section (which is motivating), and you don&#039;t end up having to remember where you were last. 
 
These two strategies described above helped me tremendously in my own writing. I don&#039;t think I would have finished anything without them. 
 
I know a therapist who works primarily with graduate students to help them get their dissertations and other papers done (she works a lot with writers block). She does her work by phone as well as in person. She&#039;s full of techniques and support for writing. Just send me a private message if you want her contact information. 
 
Good luck!

TooFarTampa

SoWal Insider

This might work if you're female. Take a long shower, shave, deep condition, etc, and while you're in there erase all thoughts from your mind but the paper. I do a different kind of writing, but the shower thing always works for me. I think with a paper you have to know what idea you are putting forth. My AP English teacher would always tell us, "say what you're going to say, say it, say that you've said it." Try to come up with a good intro that sums up your point. (That's where the shower trick comes in.) Then say whatever it is you have to say. Then wrap it up.

This might work if you&#039;re female. Take a long shower, shave, deep condition, etc, and while you&#039;re in there erase all thoughts from your mind but the paper. I do a different kind of writing, but the shower thing always works for me. I think with a paper you have to know what idea you are putting forth. My AP English teacher would always tell us, &quot;say what you&#039;re going to say, say it, say that you&#039;ve said it.&quot; Try to come up with a good intro that sums up your point. (That&#039;s where the shower trick comes in.) Then say whatever it is you have to say. Then wrap it up.

Great ideas....thanks.  Rough draft is complete.  Just need to let it rest beofre finishing it up.

bsmart

brain

I love the outdoors, I always bike, hike or kayak--if I am near the water.  Then while I am doing this I think and think about the topic and the thoughts usually start flowing.  Also, sometimes I will read something that I enjoy reading, like Southern nature writing (Usually Janisse Ray), then while I am reading this, the thoughts start pouring forth.  I listen to my iPod for a while.  Also, I talk with friends, I give them my points and ask opinions and sometimes get critiques of the subject matter, that way I will know some common ground that needs to be covered so that there are no gaps in my argument.  

If all of this fails remember one thing:  You are your own worst critic so, thinking about things too hard at first can lead to you tagging all ideas as "crap," so if you think about things too hard in the very beginning you are assuredly going to be devoid of thoughts, which leads to further discouragement.  So just scratch it off layer by layer, then you will get to the good stuff.

I love the outdoors, I always bike, hike or kayak--if I am near the water. Then while I am doing this I think and think about the topic and the thoughts usually start flowing. Also, sometimes I will read something that I enjoy reading, like Southern nature writing (Usually Janisse Ray), then while I am reading this, the thoughts start pouring forth. I listen to my iPod for a while. Also, I talk with friends, I give them my points and ask opinions and sometimes get critiques of the subject matter, that way I will know some common ground that needs to be covered so that there are no gaps in my argument. 
 
If all of this fails remember one thing: You are your own worst critic so, thinking about things too hard at first can lead to you tagging all ideas as &quot;crap,&quot; so if you think about things too hard in the very beginning you are assuredly going to be devoid of thoughts, which leads to further discouragement. So just scratch it off layer by layer, then you will get to the good stuff.

I also remind people to say what you really believe when you're writing.  If you believe in what you're saying (rather than just doing research), you're going to be more motivated and the paper will be more interesting to the reader.

I also remind people to say what you really believe when you&#039;re writing.  If you believe in what you&#039;re saying (rather than just doing research), you&#039;re going to be more motivated and the paper will be more interesting to the reader.

[QUOTE=Paula]I also remind people to say what you really believe when you're writing.  If you believe in what you're saying (rather than just doing research), you're going to be more motivated and the paper will be more interesting to the reader.[/QUOTE]

Makes a lot of sense Paula. Goes hand-in-hand with "write what you know."

But nothing is truer than: "I don't like to write, but I love to have written." Sounds like you're almost there iwishiwasthere!

<blockquote class="xfBb-quote" data-name="Paula">I also remind people to say what you really believe when you&#039;re writing. If you believe in what you&#039;re saying (rather than just doing research), you&#039;re going to be more motivated and the paper will be more interesting to the reader.</blockquote> 
Makes a lot of sense Paula. Goes hand-in-hand with &quot;write what you know.&quot; 
 
But nothing is truer than: &quot;I don&#039;t like to write, but I love to have written.&quot; Sounds like you&#039;re almost there iwishiwasthere!

Beach Runner

beats on hood

[QUOTE=iwishiwasthere]This site seems to filled with intelligent and creative people, so here is the question...I am attempting to complete a paper for a grad class, but have a severe case of writer's block :confused:. Any suggestions on how to get going?  I only have 48 hours left to finish :eek:. Have completed the reading just cannot put my thoughts in words.[/QUOTE]
 When I was at Tulane, we had Mon./Wed./Fri. classes and Tues./Thurs./Sat. classes. Since then, college officials have realized that Saturday is not a good day for classes, so they have increased the class time for Tues./Thurs. classes by 50% to make up the difference. 

Okay, so one Saturday I had an English paper due at 8 AM. I had been partying in the French Quarter until 2 AM. I wrote the paper and made it to class (still under the influence) on time. The paper was so good that my professor read it to the entire class and begged me to change my major from math to English.

Note to self: I do my best writing when I'm under the influence. Note to iwishiwasthere: don't be afraid of the subjunctive.

<blockquote class="xfBb-quote" data-name="iwishiwasthere">This site seems to filled with intelligent and creative people, so here is the question...I am attempting to complete a paper for a grad class, but have a severe case of writer&#039;s block :confused:. Any suggestions on how to get going? I only have 48 hours left to finish 😱. Have completed the reading just cannot put my thoughts in words.</blockquote> When I was at Tulane, we had Mon./Wed./Fri. classes and Tues./Thurs./Sat. classes. Since then, college officials have realized that Saturday is not a good day for classes, so they have increased the class time for Tues./Thurs. classes by 50% to make up the difference. 
 
Okay, so one Saturday I had an English paper due at 8 AM. I had been partying in the French Quarter until 2 AM. I wrote the paper and made it to class (still under the influence) on time. The paper was so good that my professor read it to the entire class and begged me to change my major from math to English. 
 
Note to self: I do my best writing when I&#039;m under the influence. Note to iwishiwasthere: don&#039;t be afraid of the subjunctive.

Woohoo! It is over, uploaded and finished....now the celebration will begin.

Thanks for the suggestions. I have one more large paper to go.  I decided the problem came from a dislike of the class and it is hard to be excited when you do not like the material...but it can be done. Share something cool somewhere with me!

Woohoo! It is over, uploaded and finished....now the celebration will begin. 
 
Thanks for the suggestions. I have one more large paper to go. I decided the problem came from a dislike of the class and it is hard to be excited when you do not like the material...but it can be done. Share something cool somewhere with me!

[QUOTE=iwishiwasthere]Woohoo! It is over, uploaded and finished....now the celebration will begin.

Thanks for the suggestions. I have one more large paper to go.  I decided the problem came from a dislike of the class and it is hard to be excited when you do not like the material...but it can be done. Share something cool somewhere with me![/QUOTE]
 I have a B.S., two M.S.'s, and a Ph.D., and I can count on one hand the classes that I really loved. (BTW my favorite was Louisiana Architecture taught by Samuel Wilson, Jr., of NOLA who 15 years later was the architect for our home in GA). I just made up my mind that I was going to be successful, despite how boring the class might be or how bad the professor might be. Typically faculty members at large Ph.D.-granting institutions are boring teachers. They get tenure and keep their jobs based on how many publications they have, not how well they do in the classroom. 

Hang in there!

<blockquote class="xfBb-quote" data-name="iwishiwasthere">Woohoo! It is over, uploaded and finished....now the celebration will begin. 
 
Thanks for the suggestions. I have one more large paper to go. I decided the problem came from a dislike of the class and it is hard to be excited when you do not like the material...but it can be done. Share something cool somewhere with me!</blockquote> I have a B.S., two M.S.&#039;s, and a Ph.D., and I can count on one hand the classes that I really loved. (BTW my favorite was Louisiana Architecture taught by Samuel Wilson, Jr., of NOLA who 15 years later was the architect for our home in GA). I just made up my mind that I was going to be successful, despite how boring the class might be or how bad the professor might be. Typically faculty members at large Ph.D.-granting institutions are boring teachers. They get tenure and keep their jobs based on how many publications they have, not how well they do in the classroom. 
 
Hang in there!

Dabell

[QUOTE=iwishiwasthere]Woohoo! It is over, uploaded and finished....now the celebration will begin.

Thanks for the suggestions. I have one more large paper to go.  I decided the problem came from a dislike of the class and it is hard to be excited when you do not like the material...but it can be done. Share something cool somewhere with me![/QUOTE]

Go for a drive and/or sit in a park for 1/2 hour. Sometimes, when you don't think about something that is on your mind , some time out" is very helpful.

<blockquote class="xfBb-quote" data-name="iwishiwasthere">Woohoo! It is over, uploaded and finished....now the celebration will begin. 
 
Thanks for the suggestions. I have one more large paper to go. I decided the problem came from a dislike of the class and it is hard to be excited when you do not like the material...but it can be done. Share something cool somewhere with me!</blockquote> 
Go for a drive and/or sit in a park for 1/2 hour. Sometimes, when you don&#039;t think about something that is on your mind , some time out&quot; is very helpful.

Don't forget to list us as sources.  Or at least throw a dedication page in- HA HA HA- your professor will think you are a whacko!! :lolabove:

Don&#039;t forget to list us as sources.  Or at least throw a dedication page in- HA HA HA- your professor will think you are a whacko!! :lolabove:

That would be too much fun!  May do it just to get another snitty reply. I would not be the first. It is this teacher's mission to challenge every word you say and I am too old for that game.  I'll just cite SoWal.com  Then maybe she can lighten up!

That would be too much fun!  May do it just to get another snitty reply. I would not be the first. It is this teacher&#039;s mission to challenge every word you say and I am too old for that game.  I&#039;ll just cite SoWal.com  Then maybe she can lighten up!

[QUOTE=Beach Runner]I have a B.S., two M.S.'s, and a Ph.D., and I can count on one hand the classes that I really loved. (BTW my favorite was Louisiana Architecture taught by Samuel Wilson, Jr., of NOLA who 15 years later was the architect for our home in GA). I just made up my mind that I was going to be successful, despite how boring the class might be or how bad the professor might be. Typically faculty members at large Ph.D.-granting institutions are boring teachers. They get tenure and keep their jobs based on how many publications they have, not how well they do in the classroom. 

Hang in there![/QUOTE]

I teach at a university, too, and I always advise students (and kids of our friends) to take courses from faculty who get high teaching ratings.  Some people say getting high teaching ratings is a sign that the teacher caters too much to the students and isn't "research oriented" enough or hard enough on grading.  Frankly, when I look up teaching evaluations I can see that high teaching scores are not related to how many publications a professor has or how hard they grade (some of the highest rated teachers are some of the toughest graders).  They get high scores because they love what they do, truly care about the students' learning, and know how to make the topic relevant and engaging to students.  An interesting and engaged professor is a pleasure and can truly change one's life and how one sees the world (I had plenty of those, and I've never forgotten them -- I also had some duds).  So, when selecting courses (other than requirements and then, if possible, take the requirement when the best teachers are teaching it), go for electives with the highest rated teachers (and sign up early because the classes get full).  Then, it will be easy to write papers for those classes!

<blockquote class="xfBb-quote" data-name="Beach Runner">I have a B.S., two M.S.&#039;s, and a Ph.D., and I can count on one hand the classes that I really loved. (BTW my favorite was Louisiana Architecture taught by Samuel Wilson, Jr., of NOLA who 15 years later was the architect for our home in GA). I just made up my mind that I was going to be successful, despite how boring the class might be or how bad the professor might be. Typically faculty members at large Ph.D.-granting institutions are boring teachers. They get tenure and keep their jobs based on how many publications they have, not how well they do in the classroom. 
 
Hang in there!</blockquote> 
I teach at a university, too, and I always advise students (and kids of our friends) to take courses from faculty who get high teaching ratings. Some people say getting high teaching ratings is a sign that the teacher caters too much to the students and isn&#039;t &quot;research oriented&quot; enough or hard enough on grading. Frankly, when I look up teaching evaluations I can see that high teaching scores are not related to how many publications a professor has or how hard they grade (some of the highest rated teachers are some of the toughest graders). They get high scores because they love what they do, truly care about the students&#039; learning, and know how to make the topic relevant and engaging to students. An interesting and engaged professor is a pleasure and can truly change one&#039;s life and how one sees the world (I had plenty of those, and I&#039;ve never forgotten them -- I also had some duds). So, when selecting courses (other than requirements and then, if possible, take the requirement when the best teachers are teaching it), go for electives with the highest rated teachers (and sign up early because the classes get full). Then, it will be easy to write papers for those classes!

[QUOTE=Paula]I teach at a university, too, and I always advise students (and kids of our friends) to take courses from faculty who get high teaching ratings.  Some people say getting high teaching ratings is a sign that the teacher caters too much to the students and isn't "research oriented" enough or hard enough on grading.  Frankly, when I look up teaching evaluations I can see that high teaching scores are not related to how many publications a professor has or how hard they grade (some of the highest rated teachers are some of the toughest graders).  They get high scores because they love what they do, truly care about the students' learning, and know how to make the topic relevant and engaging to students.  An interesting and engaged professor is a pleasure and can truly change one's life and how one sees the world (I had plenty of those, and I've never forgotten them -- I also had some duds).  So, when selecting courses (other than requirements and then, if possible, take the requirement when the best teachers are teaching it), go for electives with the highest rated teachers (and sign up early because the classes get full).  Then, it will be easy to write papers for those classes![/QUOTE]
 Unfortunately for students, private institutions frequently don't make student evaluations of faculty available for public perusal.

<blockquote class="xfBb-quote" data-name="Paula">I teach at a university, too, and I always advise students (and kids of our friends) to take courses from faculty who get high teaching ratings. Some people say getting high teaching ratings is a sign that the teacher caters too much to the students and isn&#039;t &quot;research oriented&quot; enough or hard enough on grading. Frankly, when I look up teaching evaluations I can see that high teaching scores are not related to how many publications a professor has or how hard they grade (some of the highest rated teachers are some of the toughest graders). They get high scores because they love what they do, truly care about the students&#039; learning, and know how to make the topic relevant and engaging to students. An interesting and engaged professor is a pleasure and can truly change one&#039;s life and how one sees the world (I had plenty of those, and I&#039;ve never forgotten them -- I also had some duds). So, when selecting courses (other than requirements and then, if possible, take the requirement when the best teachers are teaching it), go for electives with the highest rated teachers (and sign up early because the classes get full). Then, it will be easy to write papers for those classes!</blockquote> Unfortunately for students, private institutions frequently don&#039;t make student evaluations of faculty available for public perusal.

[QUOTE=Beach Runner]Unfortunately for students, private institutions frequently don't make student evaluations of faculty available for public perusal.[/QUOTE]

I didn't know that.  I take the online teaching evaluations for granted (they're available to students and faculty, but I don't know if they're made available outside the university).  It does seem to increase attention on the quality of teaching because students and faculty can assess these ratings.  So, you always know if you're below, above, or at the mean.  I'm at a public institution, but I would think that private institutions would focus even more on teaching.

In fact, for a while we had creative students put all faculty teaching ratings in the student newspaper every semester and then grade the faculty on a curve (just as we grade students) from A - F based on teaching ratings.  They don't do it anymore, but it certainly focused attention on the quality of the teaching.

<blockquote class="xfBb-quote" data-name="Beach Runner">Unfortunately for students, private institutions frequently don&#039;t make student evaluations of faculty available for public perusal.</blockquote> 
I didn&#039;t know that. I take the online teaching evaluations for granted (they&#039;re available to students and faculty, but I don&#039;t know if they&#039;re made available outside the university). It does seem to increase attention on the quality of teaching because students and faculty can assess these ratings. So, you always know if you&#039;re below, above, or at the mean. I&#039;m at a public institution, but I would think that private institutions would focus even more on teaching. 
 
In fact, for a while we had creative students put all faculty teaching ratings in the student newspaper every semester and then grade the faculty on a curve (just as we grade students) from A - F based on teaching ratings. They don&#039;t do it anymore, but it certainly focused attention on the quality of the teaching.

This site seems to filled with intelligent and creative people, so here is the question...I am attempting to complete a paper for a grad class, but have a severe case of writer's block :confused:. Any suggestions on how to get going?  I only have 48 hours left to finish :eek:. Have completed the reading just cannot put my thoughts in words.

This site seems to filled with intelligent and creative people, so here is the question...I am attempting to complete a paper for a grad class, but have a severe case of writer&#039;s block :confused:. Any suggestions on how to get going?  I only have 48 hours left to finish 😱. Have completed the reading just cannot put my thoughts in words.

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