Lon Setnik, MD FACEP, MHPE Date:2022-09-25 ```toc style: number min_depth: 2 max_depth: 6 ``` ## What's the big idea here? _Reframe writing_ from a academic chore to an emotionally driven set of habits that create and transfer the earned wisdom of your set of experiences. If those habits are constructive, the emotions are positive, and the teaming is effective, you will learn about yourself along the way. Promotion of your status, research, or activity should not be the goal, learning can be a goal that balances. ### Emotions drive our writing experience >"academics who harbor strong negative emotions about writing might benefit from undertaking prewriting activities designed to shift their mood and kick-start a new “broaden-and-build” cycle of performance and pleasure—for example, by engaging in physical exercise: When I was doing my PhD, I would often go for a swim, and after swimming I’d go to a restaurant or bar and sit and do a bit of reading and writing. This was all very nice, because writing became part of my happy life. (James Garraway, Higher Education, Cape Peninsula University of Technology)" (Sword, 2017) Many people experience negative emotions around writing. [[cognitive reframing]], and [[Forming Habits]] that [[create the conditions]] for positive emotions to surface can help drive success. Reflecting on the writing experience and naming those emotions will help sustain, motivate, and drive the creative process. #### What current feelings drive _my_ experience? When I write, my [[Feeling]] engines are fed by _joy_ of the act of creation, _satisfaction_ during the moment an apparent solution breaks through a blockage, and _pleasure_ at seeing the long-term evolution of my projects. The friction on my writing engine comes from _frustration_ when I consider how slowly projects progress, _annoyance_ when colleagues miss a deadline **or** give _me_ a deadline that is arbitrary for them, and _ ### Writing doesn't just record our knowledge, the act creates our knowledge The simple act of putting your thoughts down causes a validation, a test, creation of [[Evidence of Understanding]] that can be absent when you only think about a topic. When you think about a topic your brain avoids the [[Cognitive Dissonance]] of the fact that you _did not_ learn what you wished you had learned. ### Writing to tell a story [[It’s a Story, Not a Study Writing an Effective Research Paper]] Need to report via [[Recommendations for reporting Mastery Learning in Medical Education]] [[Elaboration]] and [[External Scaffolding]] are methods of writing to learn What you mean is completely meaningless to the scientific community. What they understand about what you write is what they get from your work.