Writing Archives - Page 2 of 2

Increase Your Productivity by Eliminating Choice

August 21, 2014 by Joycelyn Campbell 2 Comments

The best way to ensure you will accomplish something is by taking choice out of the equation. As long as you think you have a choice about whether or not to do something, chances are good you won’t do it.

In an article at 99U titled How I Kept a 373-Day Productivity Streak Unbroken, Jamie Todd Rubin talks about his consecutive-day writing streak. He has an even longer streak, though. At the time he wrote the piece, he had written 516 out of the previous 518 days.

Rubin doesn’t talk about choice in his article, nor does he talk about habits. What he says is:

While I didn’t set out to form a routine, I eventually established one which has led to my most prolific year as a writer yet.

How did he do it? He used the principles of I.A.P.: Intention, Attention, and Perseverance.

He decided to challenge his assumptions about the circumstances he needed to have in order to write. He has a day job and a family that includes young children, so large blocks of uninterrupted time were not on the menu. But as a result of questioning his assumptions, he discovered he could get a significant amount of writing done (500 words) in a 20-minute block of time.

So he set an intention to write for at least 20 minutes every day. He knew that would be easier said than done, especially on days when his regular routine was disrupted.

I learned ways to hack my writing streak to cope with the disruptions and still write every day.

He keeps his attention on his intention by deciding ahead of time when to fit his writing in when his day isn’t going to follow a normal routine. On such days, he usually gets his writing done earlier in the day. He also cuts himself some slack while still keeping his routine in place.

In my normal routine, I can usually count on 40 minutes of writing time. On these off-days, I may only be able to count on 10 or 20 minutes.

Rubin has a plan in place for responding to the unexpected, which is the perseverance part of the process. We have to expect the unexpected to occur and figure out ahead of time how we’ll deal with it.

Sometimes, things happen that you can’t plan ahead for. Life gets in the way. I’ll go into a day thinking that it will be routine, and something comes up. Maybe I have to work late at the day job or maybe one of the kids is sick. Whatever it is, in these instances, I haven’t planned ahead and so I can’t necessarily get my writing done early in the day.

Rubin knows that he can usually count on squeezing 10 minutes of writing in, no matter what’s going on. So he makes that his goal instead of 20 or 40 minutes. As he says, the 250 words he can generate in 10 minutes is 250 words he wouldn’t have otherwise. He also keeps several writing projects going, so he can always find something he’s in the mood to work on.

Even so, he sometimes has a day where he doesn’t have an opportunity to do any writing whatsoever.

What happens when the streak inevitably comes to an end? Well, I just start anew. It’s happened once already. I previously had a 140-day streak, and then missed two days in the space of a week. But I got right back on the horse, and haven’t missed a day for 373 days.

Getting back on the horse is what perseverance is all about. It’s how we beat the “ah, screw it” that tempts us when things don’t go according to plan. It isn’t the two missed days that are important. It’s the other 518 days that really matter.

These three steps (intention, attention, perseverance) can be applied to any activity, not just to writing. If you decide ahead of time that you aren’t going to waste time each day choosing whether or not to do it, you’re far more likely to get it done.

Rubin concludes:

There is no question that my sales of both fiction and nonfiction pieces have increased since I started writing every day. Indeed, since the streak began, I’ve sold 18 pieces of fiction or nonfiction, triple that of any previous year.

Although he didn’t initially set out to create a daily writing habit, by setting an intention, finding a way to keep his attention focused on it, and persevering by planning for the unexpected and the failures, that’s exactly what Rubin has done. By taking choice out of the equation, he tripled his writing productivity.

Introducing the Manifesto

August 7, 2014 by Joycelyn Campbell 1 Comment

Company manifestos have become popular probably in part because they’re a lot more interesting than mission statements. The best manifestos are fun, visually appealing, and succinct. The worst spout interchangeable vague generalities—or at least seem to—and sacrifice quality for quantity, verbiage-wise.

I wanted to avoid those pitfalls. So in spite of the fact that I love words and fonts nearly equally, it took me quite a while to get around to creating a manifesto for Farther to Go! The specific content eluded me—until it didn’t. Just another example of how clarity makes the path ahead obvious.

When I sat down to put this together last weekend, it was effortless. I asked for feedback from a handful of people who are familiar with the work, and one person responded, “The courses in a nutshell.” After making a few minor tweaks, I sent it off to the printer.

For me, creating this was a great exercise in identifying what Farther to Go! is all about. It’s also a reminder of the many things I’ve learned along the way, some of which I need to relearn from time to time. I hope you enjoy it.

Click here to view the Farther to Go! manifesto at full size or to download it.

Habits of Behavior vs. Habits of Attention

July 10, 2014 by Joycelyn Campbell Leave a Comment

Last week poetdonald responded to my post What Do Your Habits Say About You? with this comment:

The following came to me as I was reading this post as well as your post on Mindfulness vs. Habits.

Let’s call this thinking out loud, Joycelyn. I’m going to pose 2 questions. I’m not ready to answer them, and I’m not sure if you are able to comment at this stage, but I feel it is important I ask and begin to explore them now.

For my Writing in Nature project, I am repeatedly going to sites and learning how to really see and thus write haiku. Eventually, I want to use what I learn to help others write haiku and connect with nature (for many, many reasons). Mindfulness is very important, as I need to pay attention—and at the same time be open—to my surroundings.

My two questions relating to this project…

1. Should I try to create habits to help with this process?

2. If I am not consciously creating habits, will I unconsciously be developing habits that will affect my seeing and writing?

These are such great questions! They got me thinking, first, about the distinction between habits of behavior and habits of attention. After that, I gravitated to looking at when we can best “use” habits to our advantage and when to avoid habits by focusing our attention intentionally. I hope this response will shed some additional light on the subject of habits.

Habits Are Habits

When we think or talk about habits, we’re usually referring to habits of behavior. Those are the habits that are the most obvious for us to see in both ourselves and other people. In fact, most advice about habits seems to assume those are the only kinds of habits we’re interested in changing. But after having explored this subject in considerable depth, I’ve concluded that behavioral habits are actually the easiest ones to deal with. There’s not much doubt as to whether we’re doing something or not doing it. We may not like what we see, but we can keep track of our behavior, either in the moment or after the fact.

Habits of attention, however less apparent they may be to us, are no less habitual than are habits of behavior. In both cases the unconscious brain (System 1) rather than the conscious brain (System 2) is directing us. System 1 takes in about 11,000,000 bits of information at a time, of which System 2 can process about 40. System 1 decides what information is important for us to notice and attend or respond to. It does this at a speed System 2 couldn’t hope to keep up with or replicate. So unless we make a conscious decision ahead of time as to where to direct our attention, System 1 will be making that decision for us. It can do so all day long, without much intervention from System 2.

So in response to poetdonald’s questions, I have two thoughts.

First: Develop as much of a routine as possible for going out to the sites in nature. Focus on creating the habit of doing so. That means identifying a trigger or cue (time of day, for example), following the same routine (although that doesn’t mean always going to the exact same place), and rewarding yourself for doing so. If you turn going out to these sites into a habit, you won’t have to waste any System 2 attention on the mechanics, whereas if you attempt to be flexible or spontaneous about going out to sites, you’ll be expending System 2 attention unnecessarily. Also, creating the habit of doing this will actually get your brain ready to pay attention and to write haiku.

Second: The kinds of habits you might unconsciously develop in regard to this venture are habits of attention, which are not the kinds of habits you want here. Habits of attention train the brain to always pay attention to this but not to that. You want to be conscious (using System 2) rather than unconscious so you can determine what to pay attention to. We all have the ability to train ourselves to be able to focus our attention, rather than allowing it to go wherever System 1 takes it.

Here are some excerpts from a very fine book on the subject, Rapt, Attention and the Focused Life, by Winifred Gallagher:

Paying rapt attention, whether to a trout stream or a novel, a do-it-yourself project or a prayer, increases your capacity for concentration, expands your inner boundaries, and lifts your spirits, but more important, it simply makes you feel that life is worth living.

Not only how you focus, but also what you focus on can have important neurophysiological and behavioral consequences.

Just thinking about paying attention affects your brain, revving it up for the actual experience.

Your neuron populations can represent pretty much anything, but not everything at once. You have to choose—or they do. (John Hopkins neuroscientist Steve Yantis)

New research…shows that what you pay attention to, and how, can actually change your brain and thus your behavior. This extraordinarily practical scientific breakthrough shows that like physical fitness, the mental sort that sustains the focused life can be cultivated.

To give yourself an opportunity to make the most out of your Writing in Nature venture, you might want to put System 1 to use to create the behavioral habit, which will then free up System 2 attention for you to focus intentionally. Recognizing the distinction between behavioral habits and habits of attention is important for any creative pursuit. It’s a waste of time and attention to have to think about and decide whether or not to perform an activity we’ve already determined we want to do. That attention is limited and could be put to much better use!

Poetdonald, thank you for asking such great questions. I’d really like to hear more about how this works out for you.

I’m also interested in hearing anyone else’s thoughts on the subject.

Brain & Mind Roundup 3

June 30, 2014 by Joycelyn Campbell 2 Comments

Here are some recent stories about what goes on in the brain when we’re writing, making music, and appreciating art.

Click on the titles to read the complete articles.

Our Brains Are Made for Enjoying Art

Ann Lukits (The Wall Street Journal)

Analysis suggests art appreciation is a natural biological process.

“Viewing paintings engages a number of different regions of the brain, suggesting art appreciation is a natural biological process, according to the report in the June issue of the journal Brain and Cognition. The study found that paintings activated areas of the brain involved in vision, pleasure, memory, recognition and emotions, in addition to systems that underlie the conscious processing of new information to give it meaning.”

This is Your Brain on Writing

Carl Zimmer (The New York Times)

Becoming skilled at writing may activate the same areas of the brain that are activated in people who are skilled at other things, such as sports or music. This study showed that the areas of the brain activated in novice writers were not the same as those activated in the skilled, “professionally trained,” writers.

“During brainstorming, the novice writers activated their visual centers. By contrast, the brains of expert writers showed more activity in regions involved in speech.”

It would appear that training is training is training—no matter what the training is for.

Musical Training Increases Executive Brain Function in Adults and Children

Jeremy Dean (PsyBlog)

“Both the brains and behaviour of adult and child musicians were compared with non-musicians in the study by researchers at the Boston Children’s Hospital. They found that adult musicians compared to non-musicians showed enhanced performance on measures of cognitive flexibility, working memory, and verbal fluency. And musically trained children showed enhanced performance on measures of verbal fluency and processing speed.”

Music Changes the Way You Think

Daniel A. Yudkin and Yaacov Trope (Scientific American)

Different music encourages different frames of mind.

“Tiny, almost immeasurable features in a piece of music have the power to elicit deeply personal and specific patterns of thought and emotion in human listeners….Ponderous, resonant, unfamiliar tonalities—the proverbial “auditory forest”—cause people to construe things abstractly. By contrast, the rapid, consonant, familiar chords of the perfect fifth—the “auditory trees”—bring out the concrete mindset….That music can move us is no surprise; it’s the point of the art form, after all. What’s new here is the manner in which the researchers have quantified in fine-grained detail the cognitive ramifications of unpacked melodic compounds.”

Brain & Mind Roundup 2

June 16, 2014 by Joycelyn Campbell 2 Comments

This time, Brain & Mind Roundup focuses on articles about writing and the brain, specifically how taking notes by hand (instead of by computer) actually facilitates learning and how learning cursive stimulates the brain.

The pen compels lucidity. –Robert Stone, novelist

A Learning Secret: Don’t Take Notes with a Laptop

Cindi May (Scientific American)

Because students can type significantly faster than they can write, those who use laptops in the classroom tend to take more notes than those who write out their notes by hand. Moreover, when students take notes using laptops they tend to take notes verbatim, writing down every last word uttered by their professor.

But new research by Pam Mueller and Daniel Oppenheimer demonstrates that students who write out their notes on paper actually learn more. Those who wrote out their notes by hand had a stronger conceptual understanding and were more successful in applying and integrating the material than those who used took notes with their laptops.

Mueller and Oppenheimer postulate that taking notes by hand requires different types of cognitive processing than taking notes on a laptop, and these different processes have consequences for learning. Writing by hand is slower and more cumbersome than typing, and students cannot possibly write down every word in a lecture. Instead, they listen, digest, and summarize so that they can succinctly capture the essence of the information. Thus, taking notes by hand forces the brain to engage in some heavy “mental lifting,” and these efforts foster comprehension and retention. By contrast, when typing, students can easily produce a written record of the lecture without processing its meaning, as faster typing speeds allow students to transcribe a lecture word for word without devoting much thought to the content.

What Learning Cursive Does for Your Brain

William R. Klemm (Psychology Today)

Scientists are discovering that learning cursive is an important tool for cognitive development, particularly in training the brain to learn “functional specialization,” that is capacity for optimal efficiency. In the case of learning cursive writing, the brain develops functional specialization that integrates sensation, movement control, and thinking. Brain imaging studies reveal that multiple areas of brain become co-activated during learning of cursive writing of pseudo-letters, as opposed to typing or just visual practice.

The benefits to brain development are similar to what you get with learning to play a musical instrument. Not everybody can afford music lessons, but everybody has access to pencil and paper.

Brain Research and Cursive Writing

Dr. David Sortino*

Rand Nelson of Peterson Directed Handwriting, believes that when children are exposed to cursive handwriting, changes occur in their brains that allow a child to overcome motor challenges. He says, the act of physically gripping a pen or pencil and practicing the swirls, curls and connections of cursive handwriting activates parts of the brain that lead to increased language fluency. That is, cursive writing ability affords us the opportunity to naturally train these fine motor skills by taking advantage of a child’s inability to fully control his fingers. This means cursive writing acts as a building block rather than as a stressor, providing a less strenuous learning experience.

Moreover, cursive handwriting stimulates brain synapses and synchronicity between the left and right hemispheres, something absent from printing, typing or keyboarding.

*Dr. David Sortino holds a Master’s degree in Human Development from Harvard University and a Ph.D. in Clinical/Developmental Psychology from Saybrook University.