How to write regularly?

Time for Scholarship

Earlier in the year I had the opportunity to being coached by Rich Furman from Write, Publish, Thrive! because due to a combination of a neuro-quirky (not the technical term) brain, English as second language, changes in job roles, and not being permitted to do research–I had developed a serious aversion to academic writing. Some insights from our session and how they work will follow in a different post.

This is just an announcement

Well and the first bit of academic writing advice

Meme. Barney Stinson on Writing from:

To get serious about the writing every day, even just for a small amount of time. I set myself the challenge to publish 30 posts over the next 30 days. With this challenge I already implement one of the points of advice given.

You just write. Every day. Today is not a special day.

The next 30 days will not mark a full calendar month or some other sort of temporal meaningfulness. It’s just a day that happened to be the first day this academic year I manage to engage in scholarship. The only reason I use today, is that I have despite all the good advice not yet managed to create this every day routine. Which is just generally difficult for me–heck I am glad if I remember to moisturize! So beginning today gives me four days (including the weekend) where there are no excuses for not writing. It’s basically a little bit of a head-start.

Dear Reader


Welcome to the ride! Some of the topics I would like to explore further, are related to the tips I obtained from the BBC resources in managing meetings and getting the right information out of these, insights from my coaching session about academic writing, but also actual scholarly themes that relate to Learning and Teaching, and Academic Practice in Higher Education. I have been working on translating creative pedagogies into higher education for years–and apparently my Lego session now has a reputation! So creativity is definitely one of the areas I would like to explore further. So are identity negotiations of learners and folk who teach, pedagogical (didactic, in the German not the English sense of the word) landscapes. I might share some book recommendations, and there will probably be days that amount to as much as one paragraph of content–see how expectation management worked there?

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