Psychology of writing
“I think like, therefore I’ll write like”
this lesson covers how we think about writing and writing perceptions. How we think and feel before writing impacts our performance. A student that has been told they suck for years will dread anything written. They’ve been conditioned through negative responses and it is only natural to avoid or do poorly.
Whether you know it or not, how you feel about writing affects your writing. If you love it and adore it, you’ll write often and a the drop of a hat. If you hate it, you might write- but the feedback you get will affect your performance and speed. For instance, I had been asked to write an essay comparing several works of Edgar Allan Poe for a friend and would be paid. I didn’t really want to, so I ended up dreading the reading and then all the work; which I normally would have not minded at all. Suddenly I found myself having trouble organizing my thoughts, various forms of writer’s block and all kinds of road block excuses. Needless to say, I managed to scrimp up an outline and submit that. Which resulted in my apologizing for the essay which wasn’t written (there’s more to it but that’s irrelevant to the example).
Perceptions
How we perceive our own writing isn’t always how it appears to be. You could think you write horribly and incoherently; being as negative as humanly possible- and still be entirely wrong. You could write as horribly as humanly possible and think you’re greater than any writer in the world, and be wrong. It’s about confidence. Perception is part of confidence. If you believe you can do something passable then you’re more likely to succeed. That may sound cliché and overrated but that’s not the case at all. If you think you can improve and honestly believe it (because saying and truly thinking/ feeling are two different things) then yes, you are more likely to improve. Believing you suck and every person that knows how to read and write will turn in their graves, as a result of reading your work, will also affect how good you write. Perceptions are tough to crack and tough to alter. Positive reinforcement isn’t always enough. You’ll have to look at the progress made, without comparing yourself to someone else or their progress rate; that way you can appreciate your own progress- no matter the amount.
Writing cycles
I’ve noticed that many of my friends (including myself) write in circles and various patterns. In other words, what they are currently reading will affect the delivery and subject matter- including writing style. I noticed it myself in my own works. Another strange thing I’ve noticed is the people you talk to, affect how you write sometimes. It’s not always noticeable but it’s present. It can come in the form of using different words or overusing certain words, how you structure your sentence (like you’d structure your vocal replies in conversation) to a matter of how much you explain to how little you elaborate. A writing cycle is essentially what is produced during this time period, before you notice a change- or even if you don’t notice a change, when change occurs. Catching a negative writing cycle (or as I call them: struggling periods) is important. Catching a negative writing cycle can help break the trend. Always bearing in mind how your perception will affect the result, be mindful and aware. Negative writing cycles will disappear, sometimes not as easily as they appear, but they can be killed!
The Feedback Loop
Critical thinking, analysis and the useful second set of eyes are great ways of getting feedback. I rarely correct work submitted for proof reading in red, red is too discouraging and generates negative sentiments. Who wants to remember their 8th grade teacher ripping over your hard work? Or your (to your own perceptions and feelings) favourite poem being reworded and retinkered in red? I sure don’t. Then again I’ve never been bothered much. I always took in the criticism welcomingly- if the person knows what they are talking about and communicate it effectively. The feedback loop works both ways, it can make or break a writer. If it breaks you, then you’ve taken way too much to heart and are likely discouraged (progressively over a period of time or immediately). The feedback loop can make you stronger because you see people that truly care about your progress- and aren’t just being rude idiots for the sake of being stupid. No feedback is bad feedback, and too much feedback can set you back. Try and take in what’s best for you- which isn’t always easy!
*feel free to find editing errors as you go along. Part of the practicuum
*Psychology of writing*
“I think like, therefore I’ll write like”
“I think like, therefore I’ll write like”
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Comments
1 - 16 of 16
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interesting points, particularly about writing cycles. i've never put it into words but i've noticed definite 'trends' in my writing. lack of feedback is more of an issue. when i ask for critical reviews, i want people to tear it apart not just tell me great job. must be my papers didn't get enough red marks when i was in school.
then again, i used caps and periods more often in those days. -
In your Psychology of writing came to me as a wake up call because I never came to a realization of my perception of writing...and in your feedback loop...me honestly...I really hate when someone leave a back comment/feedback on my poems...it make me feel low of a writer...but reading this here article came to an understading to me that critisim is the best policy rather good or bad...and in writing it's not all about you it's involves others...
Miss. Raneika
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I read this and totally agree.We are affected by other people and what else is occuring in our lives and this impacts on our writes.I welcome constructive critiques,it shows me that someone is interested enough to show me what I need to change.It makes a huge difference as to how that is relayed.If someone leaves a comment with a pointer towards change it is helpful,if they leave a negative remark without pointing in the right direction it is down heartening.
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there's no shame in looking at others who did worse than you and feeling good about yourself. just be sure that you dont need that sort of validation to be content with your skills. otherwise that could become a viscious cycle!
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Wow!
You hit the nail right on the head. I can remember teachers writing on my papers in red ink. I think the worse part about it is, if someone is sitting near you, and they see all of that red ink on your paper (multiple words circled, crossed out, suggestions for revision written out, etc.), you do get a little discouraged. That's why even if I read someone's writing and it totally sucks, I try to go a little easy on them. For some reason, though, people always want me to look over their writing when it's at it's worse. However, when I look around the room and see other students with dozens of red marks on their paper and none (or few) on mine, it makes me feel very good (is this wrong?). The main point is that I agree that writing reflects attitude. -
I love anything related to Psychology, so I found this to be an enjoyable read. I like your laid back writing style also.
I think you are right about attitude- if you think you will write well, you will do a better job than if you think you suck. But I have defidently also known writers who think they are much better than they are. Gee, I hope I'm not one of those! LOL -
I really liked this reading. Makes you think about how you write and what can change your writing style.
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In the 6th line, "and a the drop of a hat" sould read "and at the drop of a hat." I found this very interesting. I never really thought about what I am reading the people and manner in which I am conversing having an effect on what and how I write but I can certainly where that may very well be true. When it comes to criticism, I have found that those who truly look out for, usually IM me about my errors. They discuss them with me. They don't come at me in an attacking or holier than thou manner. I always appreciate those who do that. I will admit that on a few rare occasions, I still did not alter something they felt would be better received if said in a different way, only because after discussion and looking at it, their suggestions just didn't suit me. I am really enjoying the points you are bringing out here.
♥ Touchof1der -
i had to laugh at your bit about writing cycles, not because i disagreed but because it reminded me of one such "cycle." Earlier this year, my uncle gave me Douglas Adam's "A Hitchhiker's Guide To The Galaxy" to read (brilliant book by the way) and after reading it I was inspired to write some humorous stories about killer attack pretzels that at times had a simular tone to his book. My writing most often seems to reflect my inner feelings, wether I realize it at the time or not. I'm sure that's true with most, though, seeing as writing is naught but the expression of one's self.
Very good "lesson" though, it invites the reader to take a look within themselves and their writing, something I feel every writer should do now and then. -
pick up what you like, errors are present deliberate and accidental...just so you can find common structure type errors- you don't need to tear every lesson apart unless you feel the need
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Another piece to make me think; and it did.
I can see and agree with the truth of much of what you write. Even the bit about red ink, although you would be amazed how many of my pupils complain that I have not marked their work if I make comments in blue or black. One would expect written comments in the middle of their arithmetic to be obvious but many pupils feel it must be in red. Then there were a couple who wrote in red to mask my comments. It just shows that different folk react in different ways to identical stimuli. (I have a marking pen with 4 colours in a single barrel to sort that one out.)
I must also disagree with your final comment. "No feedback is bad feedback" In the first meaning if you give "no feedback" and the person knows you have read the work, that is demoralising and they are left making up reasons why no comment was made.
In the second meaning. if you do give feedback it is not automatically good or useful. For example there are far too many pieces of work on this sight that I personally feel are written by incompetent, illiterate, attention seeking morons and which I feel are only suitable for the bottom of the budgies cage. How can I say that and not do harm and yet I do not wish to lie.
In the end I chicken out, leave no comment, and let them think me too lazy or moronic to write.
That brings me on to your writing. Do you really want me to go through each piece for what some British teachers call SPAG (Spelling, Punctuation and Grammar). You know I could and it would enable you to check me by the ones I miss or correct incompetently. But is that what you wish teacher?
Jim S
Edited on Jun 21, 6:36 because 'wrong dingbat'. -
I like what you said about feedback, but on this site not to many people give back critical feedback. Its always the same "great job", I say great job but not if they dont deserve it. You know what I mean?
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i enjoyed this piece, since as someone else has already mentioned, an 8th grade teacher coming at you with a new and shiny red pen to put one large X over your paper/poem is never fun, yet all too familiar...even if you can take critism (which i can). one thing that always gets me is when someone is proofing your paper and they begin making corrections that you know for a fact are wrong (I'm talking grammatical and spelling wise) and then you're put in an akward position. I know that wasn't exactly your main point in this lesson, but it just made me think of an ocasion not too logn ago where someone did that to a paper I wrote. Sometimes I wish people would give me more feedback!
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Now that I'm more awake, I've found some more (whether there are supposed to be more or not!) lol
-"A student *who* has been told [...]"
-"[...] it is only natural to avoid or do poorly *(in what)*" (somewhat incomplete thought)
-"[...] scrimp up an outline and submit that*, which* resulted[...]" (fragmented sentence)
-"It's *all* about confidence."
-"Catching a negative writing cycle (or as I call them: struggling periods) is important *and it* can help break the trend." (Repetition of "Catching a negative writing cycle" didn't do anything for this passage)
-"I rarely correct work submitted for proof reading in red *,because OR ;* red is too discouraging and generates negative sentiments."
Anyhow, sorry if I've corrected more than the deliberate mistakes! I'm a little bit more awake this morning than I was last night!
~lavender shadows~ -
I can completely relate to the part about perceptions. Not only in my writing, but in many aspects of my life I was greatly affected my own negative perceptions of myself. For example, I play volleyball (as many know), and if I get down on myself I start to 'snowball.' In other words I keep messing up, which makes me feel worse, which causes more mistakes and so on. We ended up having a team meeting about it in which everybody decided to help me get over my self-doubt. It was embarassing at the time, but I'm glad it all happened now.
I am absolutely positive I have writing cycles! Sometimes it's hard to explain because the connections are so completely obscure and crazy that nobody else would even understand if I tried to tell them. I thought it was just me, but it's good to know that this is actually something that happens to normal people as well!
As for the feedback loop, as you call it, I love getting in-depth critiques. The only problem is that nobody seems to want to take the time to actually think about a poem and try to help the author. They just like to say, 'Good job! That was awesome!' and such. I would love to have more people actually trying to help me get better, which is why I took this course regardless of my immense lack of time. I guess I can't count on other people to help me, so I'll just help myself as much as possible.
Great lesson. So far I'm not lost and I didn't daydream or throw any paper airplanes. In fact, I didn't even doze off for a moment or two. I think that makes you the most successful teacher I've had!
Seriously though, I liked this and it gave me some further insight into my writing.
Kelsey~ -
Really great perception of reality once again!
Unfortunately, I can relate all too well to the example of the 8th grade teacher marking the prized poem in red and rewording it all, because that actually did happen to me. We had to wrie a poem, and I had written a song and had proudly shown it to him. Yet, he decided that the word "face" (in french) was too abrupt and that I couldn't end my stanza that way. It took me forever to be able to do the assignment after that because his comment had totally discouraged me. So, to sum this first part up, I can totally relate to that story.
I agree that perception of one's own writing is greatly influenced by the confidence they have in it. It makes perfect sense that if you believe in yourself, then you're more likely to succeed. However, for me this somewhat works in reverse psychology. Apparently the poems that I think suck the most are getting applauded and really highly praised. Also, when I thought that I was going to fail my science exam because I was too distracted to study and hadn't even opened my books to review anything, I found out that I had the highest grade on the exam. Therefore, although this theory seems to make perfect sense, I have to admit that the opposite seems to work just fine for me... although I don't encourage anyone to always frown upon themselves, it isn't always pleasant.
Next, I too go through writing cycles. For example, when we were reading "Romeo and Juliet" in English class, I had a spurt of love poetry, totally unrelated to any experience I'd ever had. Next, when we were reading a war story where everyone was depressed, I wrote some dark poetry. I sometimes read poems that were written at about the same time and notice a recurrence in theme and language. Recently, I had a spell where I wrote poetry that was over a hundred lines per poem. I agree that it's really important to catch struggling periods, because you can really learn from them and strive higher next time.
As I've said countless times (but will repeat again since it's pertinent to the lesson), I believe that critical review is the best way to improve and the most effective. When you write, you can only really see the poem from your perspective, the poet's perspective. However, when otehrs read it, they bring a new point of view to the poetry. I personally ADORE it when people critique my work. I really don't care if they hate the poem, as long as they say what they didn't like about it and preferably leave suggestions for improvement. One thing that's important to remember when reading somebody's critiques of your poem is that they are not you, they have different opinions, have different life experience and don't necessarily understand your poem as well as you do. YOU are the poet, so all suggestions/comments are for you to take or leave. You DON'T have to agree with the critiquer, you can think that the poem is amazing, whilst the other may think it's not. But in any case, I really appreciate knowing what influence my poem has on another person. Overall, I'm really honest in my critiques and wouldn't ever lie about what I thought. Every poem has positive aspects, and also some that could be improved. It is the job of the critiquer not only to point out those that could be improved but also those that are really great so that the poet has a baseline. Unfortunately, I'm afraid that sometimes I fall into the "too much feedback" category. As in everything, it seems, I am too zealous with the length of my critiques!
Anyhow, here are the few spelling/grammatical errors I found (it's late, so I didn't find much, but whatever):
(in order of appearance)
-"I think like, therefore I'll write like*.*"
-"*T*his lesson covers *writing perceptions and how we think about writing*." (capitalization at the beginning, as well as clearing up some ambiguity)
-"A student that has been told *for years* they suck[...]" (ambiguous reference... or something along those lines. It just makes it clearer that they were "told for years", rather than that "they suck for years")
-"[...] you'll write often and *at* the drop of a hat."
OK, I'm too tired to point out any more. I may say to watch out the contractions. You use them sometimes, but not others.
Anyhow, I hope this helps! Great lesson!
~lavender shadows~
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