Showing posts with label journal. Show all posts
Showing posts with label journal. Show all posts

Thursday, October 20, 2011

Why I Write

Why I WriteThe National Writing Project (NWP) is celebrating the National Day on Writing this year  partly through the “Why I Write” project, a laudatory effort to be sure.

They’ve garnered thousands of tweets, tons of essays, and held lots of interviews with famous writers.

As a long-time fellow of the NWP I feel it my duty to put forward a response of my own. Here ya go.

I write in my work. I write to teach. I write to communicate. I write to think. I write to feel. I write, sometimes, I think, to avoid talking. Mostly I write because, hey, that’s what I do.

Those short sentences are cop-outs, and you deserve more.

I write most often to communicate.


I probably write more words in e-mails each year than I do in prose pieces, and I suspect many others are in the same boat. E-mails communicate, pure and simple.

At its essence, all writing is communicative, even if that communication is just for yourself. But what I’m talking about here is simple communication from one person to one or more others. It’s the “What do you think?” “Here’s what I think,” and “Let’s do this or that” kind of communication.

Boring.

Less often I write to explain, to teach, to clarify.

Over the years I’ve written many hundreds of individual pieces—books, articles, blogs, white papers, brochures, pamphlets, all kinds of stuff. All of them, as near as I can remember, were aimed at educating readers.

One in particular, though, did more than that. It was my first published article, “Let the Family In,” published in Nursing ’83.That article was educational, yes, but it was also cathartic.

Sometimes I don't write, it writes itself.

Cathartic writing doesn’t happen that often, really. It’s an odd experience. I swear that I didn’t write that article at all, that it just came out. Poured out, really, onto an old IBM Selectric typewriter sitting placidly on a tiny college-type desk in a crowded bedroom.

I remember editing here and there, certainly, but the piece just flowed, as Linda Richman would say, “like buttah.”

Does that explain why that piece was the highest scoring piece of its kind for the journal that year, why it became for more than ten years thereafter the sample the journal editors sent to all prospective writers for that type of column? Nope, it does not.

It’s lovely to think about, I’m proud of it, but really, I didn’t do it. Something inside me did.

And that’s the most wonderful kind of writing, it seems to me, the kind that comes out whether you like it or not. I’ve had that experience a few times in my career, but nowhere near enough.

So maybe, just maybe, I write to have another of those deep cleanses, to have a piece stream from my soul like smoke from a fine cigar.

It’s not the same experience as having saved a life, but man, it’s close.

Sunday, January 30, 2011

3 Tips for Citing Sources in Non-Academic Writing


According to a recent study from the American Society of Know Everything Writers (ASKEW, for short), footnotes belong to academic and professional journal writing, not popular writing.


Nah, just kiddin'. ASKEW doesn't actually exist, but you knew that already, didn't you.

For college students, citing sources is a big deal. They want to know how each professor wants the citations formatted. Should they use APA style? ASA? MLA? Chicago? Oh, goodness gracious, what should they use?

Trouble is, when these students graduate and start writing in the "real world," they'll hardly ever use footnotes. However, anyone who wants to write for a non-academic publication needs to understand how to make it clear to the reader where a particular statistic or quotation came from.

In a footnote, all the information about a particular source is described in one piece of tightly structured content. To integrate a source into, say, a news article, we need to separate that content piece into essential chunks, omitting nonessential parts.

Here are the three chunks that really need to be included and how to present them.
1. Who/what said it
Arguably the most imp0rtant chunk, the who/what piece of the source gives the reader a critical context for the information presented. You don't need to go into detail straightaway, you can give the main researcher's name first, and then the affiliation later.

Examples:
  • Cardiologist Michael Smith headed a study that...

  • A recent study at Johns Hopkins School of Medicine indicates that...

  • According to the Centers for Disease Control...

2. When it was said

Timing of the study also plays a key role in in-text citations. For most purposes the exact date a study was released isn't terribly important, but the month and certainly the year are.

Readers need to understand how recently a study was done if only to satisfy their curiosity. This is especially true for newspapers, news-related blogs, and other outlets that feed news to the public.

Understand, though, that the reader may need more than a simple date. In health care the importance of the date a study was completed depends on whether it was the most recent study of that topic.

Hawthorne
For example, let's say a study on the effects of hawthorn, an herbal agent, was conducted in 2005 and that the agent hasn't been studied since. Should you provide the year?

For most publications the answer would be yes, list the year, but also provide the reader with some kind of framework to enhance understanding. You might say something like, "According to a 2005 study hawthorn, an infrequently studied herbal agent, seems to act..."

3. Where it was said

In-text citations are all about providing some perspective for the reader. Citing the publication in which a study appears gives the reader a sense of source integrity.

The Journal of the American Medical Association (JAMA), the New England Journal of Medicine (NEJM), and Britain’s Lancet, for instance, are widely considered impeccable sources. Publications from companies that might have a vested interest in a study’s outcome, well, not so much.

If you know something about the integrity of the publication, let the reader in on it too.¹

¹ July 12, 1896 study by ASKEW. All rights reserved.