Long Term, Short Term

I want to start this off on a pessimistic note. I don't like New Years Resolutions. I never hear people in November or December talking about how their lives are better because of their resolutions. If anything it's “You know that thing I wanted to do this year that I didn't? Well next year I will get it done!” I think we forget that projects, goals, and resolutions get done in short term steps and not in long term hopes.


So, I'm sorry, this post is going to join in the cascade of “Good and Bad Ideas for New Years Resolutions” blog posts and articles.


I have on my desk between me and the computer monitor, a few index cards. Even though books, pens, and papers crowd this space, I always make sure I can see them.. They are my to-do lists and goals.


This started a few months ago. Every night, I make a to-do list of the things that I need to do everyday: exercising,personal reading, and household tasks (I miss dishwashers). After these, I have the MITs – Most Important Tasks. Grading, writing, course development go in here – stuff that has to get done. Then secondary: stuff that I'd like to get done or I could get a head start on, or even just projects I'm working on but didn't think I'd have time to deal with that day. I write a new one of these every night on an index card and leave it on my desk. If I'm spending most of the day away from my study, I tuck it in my wallet and take it with me.


But this is just one of the cards. The other is the weekly goals. These I categorize by project. I identify the different classes I teach and what I'll have to get done for them for that week, like writing quizzes and grading assignments, what books I'm reading and how much I want to have done, and whatever research I'm working on. It's basically stuff I know I need to get done this week.


When I write my daily to-do lists, I refer back to the weekly one. When I write the weekly one, I refer back to my monthly goals, which I have started keeping on my computer where I can keep a closer look at what I'm doing and when it gets done. Alongside the monthly goals are the quarterly ones, which includes 12 blog posts – one for each week of January, February, and March.


I'm not comfortable with year-long goals. Maybe I'll get there, but things change too quickly and too easily. This time last year, I never would have put “Start a Composition Blog” on a list of New Years Resolutions, or, more personally, “Get accepted to a research conference” or “Submit a scholarly article for publication,” nor “Start online teaching.” But each of those has happened. When I got a second teaching job, I had to, for a time, put my personal research on the shelf as I underwent training and preparation to teach in a different environment for a new institution. Because I take things one day at a time, I can keep track of what I need to do, what's really important, and what I need to do with my time.


Don't forget the short term when dealing with the long term. Maybe your resolution is to get straight A's. That's a wonderful goal, but it doesn't have any planning or action. Figure out what you need to do in the short term to do your best at achieving long term goals and do it regularly. Keep track of your assignments, classes, readings, and get them in on time and you may discover those A's are more work than you expected, but it's spread out over more time and with more focus.


Happy New Year and I wish you well in your endeavors, whether they be personal, professional, or academic.

Specificity and the 6 Journalistic Questions

If you’re not clear on what the Six Journalistic Questions are, read a previous post on them here.

I had a very interesting conversation with a student. He was worried because he had done his research, written his essay, followed the six journalistic questions, but he didn't have a Who.

I asked him a few questions looked at his draft and concluded he didn't need one. His essay was about local farming and agriculture - the where and the what. The When was contemporary, present day. The how and why were in there too, and it just so happened he was able to put it all together without writing about any kind of demographic.

There's no rule accompanying the six journalistic questions stating you have to have at least one answer for each question. Sometimes having a response to each comes naturally and sometimes it just doesn't matter, like my student’s contemporary When. On the other hand, it is possible to have several responses for each item.

I get two responses to this approach: the first is  is it easier to pick one or two topics and write about them? The second is how can a piece still be specific and write about so many different things?

Let me return to the student's essay to resolve this.

He had a what: potato farming. Seems innocuous enough, but if I had a student come to me and say they wanted to write about potato farming, a few things cross my mind:

Potatoes are originally from South America, and there’s  a huge variety grown in the Andes in particular.

The Great Potato Famine(s) in Ireland that came from monoculture.

They're poisonous if improperly raised and picked.

French Fries and Sweet Potato French Fries.

Idaho’s Famous Potatoes.

Vodka, but wine from potatoes is poisonous.

It may seem easy to just write about potato farming, but potato farming includes the history of a continent, a mountain range, and a country, American and Russian culinary practices, agricultural practices, and health concerns. Now, an essay about how the Great Potato Famine came from monoculture would be possible. It limits it to:

Who? - The Irish

What? - Potatoes

When? - 1840's & 50's

Where? - Ireland

How? - Potato Blight

Why? - Monoculture

It could even be expanded if you wanted to deal with other issues by including Immigration into the what, and that would prompt the question: immigration to where? But you wouldn't include in this essay about how the great potato famine led to the mass migration of Irish peoples in the 1840's and 50's to the USA with a discussion about Russian Vodka or french fries. And if you did find a connection worth writing about, then do so.

A single subject is far too broad and leads from disparate topic to disparate topic. Conversely, by identifying a number of subjects and then looking at how they intersect, it can keep you from getting caught up in tangents to topics that are too big by letting you focus only on the interconnecting relationships.

Don't get just one, don't force a response for each one, and be flexible and willing to drop or add more on an as needs basis. Put them to good use, and the Six Journalistic Questions can help a lot.

The Six Journalistic Questions

Sometimes known as the 6 W's or the 5 W's and an H. Just go with whatever helps you remember it, asking yourself these six questions can help improve your writing process.

One of the easiest ways to figure out what to put into a piece of writing is to list out your specific topics. But it can be difficult to know what exactly should be identified or how to identify it. Thankfully, the Six Journalistic Questions give cues as to what to look for:

Who?

What?

When?

Where?

How?

Why?

Ever since a colleague shared a simple powerpoint about these gems with me they have become integral to how I teach composition. They are useful in thesis development, research, organization, introductions, conclusions...or just about every where. Each one stands apart and helps a writer identify and connect every topic with every other topic, helps ensure each topic is addressed, that there aren’t any tangents, and makes a piece of writing more specific.

I'm wary to say there's a panacea for bad writing or for teaching composition, but this is the closest.

The responses to these questions can be broad or specific and sometimes just identifying them can help you see how broad or specific your topic is. Some elaboration:

Who – What person or group of people are you writing about?

This deals with demographics. This could focus on an individual, like a biography. It could be a broad political demographic like New Yorkers or an ethnic demographic like Caucasians, or any other way to group or organize people. I had one student who led me along for half the class thinking he was writing about red-headed people.

Note: This is not your audience. This is whom you are writing about. Not to whom you are writing.

What – What things, physical or intangible, are you writing about?

Think nouns. Are you writing about a chair, or about the moon? A specific chair, or chairs in general? This opens it up to whatever objects or concepts you want to, and not necessarily physical ones. I like to read about narrative. I can pick up books or movies, things that tell and represent narratives but, narrative is an intangible concept. Nevertheless, it still goes in here.

When – What time frame are you writing about?

This could be broad or specific. A Geologist will deal with millions of years at a single stretch when the chemist or physicist will look at events that transpire in seconds or even less. It’s about determining when in history to start and when to end. Depending on the discipline, this may not even be bound by history: the historian will assign years and the chemist will merely want to know how long something takes to happen.

Where – What place or places are you writing about?

This could be a geographic location, a cultural location, or a political location, or even some combination thereof. Like the rest, this can be broad or specific or anywhere in between. The head of a pin is a place and so is a building, a country, or the universe if we want to get really big.

The last two get interesting and help to bring the rest together.

How – Are you writing about how something works?

A lot of scientific research focuses on figuring out how things work and how things operate. How looks at the interactions among the other elements in the first four W's and explores what they have to do with one another and how they contribute and lead to something.

Why – To what end does something happen?

Sometimes it goes right alongside the how. We may know how something came to be, but why? This doesn't even have to be all philosophic, but can be the end result of a+b=c. It can identify a solution to a problem or the roots of a problem itself. Sometimes it's the easy question to answer. Sometimes it’s the hard one to ask.

In a way, any piece of writing, academic in particular, is really a matter asking how

Whether you start out sorting through these or pick them out of a piece you’ve already started to help you better formulate and structure it is up to you. But no matter when or how, give it a try and see how it stacks up.