According to Mazak (2024), writing is crucial in higher education and significantly affects the tenure process. Despite this, many faculty members do not prioritize writing for publication. The main obstacle is often a lack of time, along with confidence issues, emotional, and physical barriers. Writing is typically pushed to spare moments that never seem to arrive. When free time does appear, other unfinished tasks take precedence. Faculty members admit to procrastinating due to a lack of commitment and confidence, often focusing on more manageable tasks instead. Yet, writing remains an expected part of their roles. A model using the analogy of building a house can help initiate and sustain writing efforts.
A well-crafted piece of writing, like a house, is constructed in stages. The 6+1 Trait Writing model (Culham, 2003) provides essential components: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation. This approach emphasizes working from broad concepts to finer details, acknowledging that writing is a multi-phase process that can be tackled one step at a time.
Selecting a topic for writing is akin to choosing a plot of land and community for a house. It involves determining the audience and how the topic fits into the existing literature. Obtaining necessary approvals, such as from an Institutional Review Board, is like getting your building plans approved. Authors act as general contractors, deciding whether to collaborate with co-authors or seek technical help, such as data analysis assistance.
Clearing a schedule for writing equates to preparing a construction site. This includes setting deadlines and establishing a writing timeline. Organizing thoughts provides the paper’s foundation, outlining the main ideas and arguments. Writing an outline with headings such as “Methods,” “Results,” “Discussion,” and “Conclusion” provides the framework, similar to constructing the walls and roof of a building.
Completing a first draft is like reaching the lock-up stage in building, where the structure is complete externally but still needs internal finishing. Taking breaks during writing allows for a fresh perspective upon returning. Attention to sentence fluency and voice parallels refining the internal systems of a house, like electrical and plumbing work.
Researching additional sources strengthens weak areas of the paper, similar to adding fixtures and paint. Final revisions and formatting checks act as finishing touches, preparing the paper for peer review. Feedback from peers provides an opportunity for final adjustments before submission, akin to a final inspection before moving in.
The process of writing, like building a house, is not always linear and can encounter setbacks. Adapting to interruptions without abandoning the project is key to completion. This approach allows for stepping in and out of the writing process over time. With a solid framework and careful attention to detail, writers can find their voice. Michelle Ciminelli, PhD, is an associate professor of literacy education at Niagara University in Lewiston, New York.
Original Source: facultyfocus.com
