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					How to Stay Sane While
   Writing a Thesis

    Presented by Annette Stevenson
       Student ASSIST 6773 2897
Building C37 – between the Deli Café and
          newsagent “up top”
 What today will aim to cover

• Identify your study goals as well as the
  strengths and any weaknesses that you
  bring to your study
• Rollercoaster of peaks and troughs
• Procrastination traps
• Overcoming the dreaded “writer‟s block”
  and feelings of isolation
• How to manage your time and to minimise
  stress
Me and My Post-Graduate Study

1. My long-term goal(s) for my study is…



2. The strengths I bring to studying are…



3. The things that are impeding my study are…



4. My good coping strategies are…
  Research Thesis Rollercoaster
             (Elphinstone & Schweitzer, 1998)


• Normal to have highs and lows
• From excitement to sense of failure in a
  week
• 3 „d‟s – depression, doubt, desperation vs
  enjoyment and elation
• The self-saboteur
• The obsessive-compulsive side of you
• The anti-social you
• Post PhD blues
   High Dependency on Supervisor (Elphinstone
                                and Schweitzer, 1998)


enthusiasm         excitement       relief




             apprehension anxiety            feelings of isolation
                                             and self questioning
                                             come and go

enrolment→→→topic chosen→→→proposal accepted→→→development of research area
   Medium Dependency on Supervisor
                    (Elphinstone and Schweitzer, 1998)



increased motivation




      frustration                   boredom

data collection→→→analysis→→→→focus on argument/detail
Low Dependency on Supervisor
               (Elphinstone and Schweitzer, 1998)



                                          elation
                     satisfaction




lessening motivation                      post thesis ‘let down’
focus on writing→→→→completion→→→→→→→→→→→submission
              Common doubts
        (adapted from Elphinstone and Schweitzer, 1998)


• I‟ve picked the wrong topic
       Re-read proposal, review reasons for discarding other topics

• The data are all wrong
       Be open to results going either way and testing hypotheses

• I can‟t write anything
       Make writing a routine. Some “writer’s block” is normal

• The end is so far. I will never finish
       SMART goals (specific, measurable, attractive, realistic, time-
        framed
        Common doubts cont’
• This isn‟t good enough. It should be perfect
       No such thing as the “perfect” thesis. Not your final work. Have
        other strings to your bow.
• I‟ve left something out
       Maintain perspective. Clear rationale. Project boundaries.
• I‟m not up to this. I‟m not good enough.
       Progress journal. Identify strengths.
• Why am I doing this? Why am I putting up
  with this pain?
       Revisit why you took this on. Identify internal and external
        sabouteurs. Support people.
• If I finish this, I will never write another thing
       From burnout to book, article, etc. Visualise completion.
             Study Spirals
               Downward spirals
1. Action (set a goal and didn‟t make it)
   Feeling (frustrated)
   Thought (This is frustrating)
2. Action (set another goal and didn‟t make it)
   Feeling (anxious)
   Thought (Why bother?)
3. Action (not bothering, avoiding)
   Feeling (unmotivated or anxious)
   Thought (I could fail. I am failing)
         Study Spirals cont’
                  Upward spirals
1. Action (set a minimal goal and make it)
   Feeling (feel in control of work)
   Thought (I‟ve achieved something)
2. Action (set another goal and make it)
   Feeling (energised and motivated)
   Thought (I am getting there)
3. Action (Achieving goals and doing well)
   Feeling (in control, motivated, happy,
   energised)
   Thought (I am going to finish this. I‟m
   passing)
              Staying motivated
•   Remember that tenacity, endurance and motivation are
    important attributes
•   Keeping a journal, or a web log – “blog”
•   Acknowledge and celebrate your progress
•   Stay connected – don‟t isolate yourself. Join postgraduate
    peer support groups
        postgrads@une
        http://blog.une.edu.au/natressociety/
        http://blog.une.edu.au/deassist/
        http://blog.une.edu.au/deassist/
        http://www.une.edu.au/library/eskillsplus/ - online program for
         postgraduate students (research, literature, endnote, career)
        eSkills Plus Meeting Place – a social space for UNE
         postgraduates
        Attend seminar/discussion groups
        Peer support and/or supervisory groups (formal, informal?)
          Procrastination Styles
• Perfectionist, dreamer, worrier, defier, crisis-maker,
  over-doer (Grant and Greene, 2003)
• “How do I feel about the task that I’m putting off
  now?
• What are the advantages of starting this right now?
• What are the disadvantages of leaving it until later?
• What excuses am I making for not doing this task
  right now?
• Will it kill me to do it for a few minutes at a time?
• How can I break the task down into manageable
  sections?
• What reward can I give myself for finishing it? (Grant
  and Greene, p. 83, 2003)”
    Procrastination Stoppers
• Warm up your mind
      Be specific about what you are avoiding
      List advantages and disadvantages to doing or not doing the task
      Challenge the part of you that doesn’t want to do the task
      Plan tasks in advance
      Visualise yourself completing the task
      Do a mental warm up – revision, brainstorming, etc
      Swiss cheese technique – do anything related to task
• Set yourself goals
      Set time limits
      Review progress, learn from mistakes
      Record progrss/achievements on wall chart, in journal, etc
      Salami technique – break task into steps – do one at a time
      Aim to spend 10 min a day on unpleasant tasks
      Contract with others what you want to achieve
Procrastination stoppers cont’
• Make physical changes
      Stretch, change posture, exercise
      Attractive and inviting work environment
      Go to distraction free place
      Work alongside someone who works well
      Have a sounding board

• Stay positive
      Don’t look at decisions as right vs wrong – most decisions have
       pros and cons
      Replace negative thoughts such as “I can’t”, “I won’t”
      Visualise self completing task
      Pretend to be the well-organised non-procrastinator
      Say no to requests. Be assertive. State your needs.
      Ask for help
    Hints for Pushing Through Writer’s Block

•   Drafts – for your eyes only at first
•   Don‟t wear critical and creative hats at the same time
•   See writing is an evolutionary act
•   Proofreading vs rewriting with critical hat on
•   Copy editor for final draft
•   Write about anything – get creative juices flowing
•   Speak, verbalise, have conversations about your ideas
•   Mindmap your ideas
•   Mental warm ups – revising drafts, chapters
•   Be physical
•   Change physical environment
•   Carry a notebook
•   Focus on the smaller chunks vs bigger picture
•   Do something creative
•   Write how you feel about your thesis (unblock emotions)
 Time Management Exercise
• Think about areas in your life in terms of
   time. Do you give each area of your life your
   preferred proportion of time or would you
   like to re-balance the way you allocate your
   time?
NB: 7 x 16 waking hrs/day = 112 hrs
70 hrs = 63%
35 hrs = 31%
20 hrs = 18%
10 hrs = 9%
Time Management Exercise cont’
CURRENT                                                   PREFERRED

....0%   ACADEMIC WORK                                    ....0%

....0%   HOME DUTIES eg housework, shopping,              ....0%
         showering, cooking, etc


....0%   RELATIONSHIPS WITH                               ....0%
         SIGNIFICANT OTHERS eg things we do to
         enhance our relationships with those with whom
         we are very close


....0%   SOCIAL eg things we do to meet people, enjoy     ....0%
         friends & extended family


....0%   PERSONAL       eg things we do for ourselves     ....0%


....0%   OTHER eg paid employment                         ....0%
Time Management – The Central Skill
  Yearly planner – set deadlines for each step
Reading - define general area
Reading - designing study (have “just in
             case” time)
Reading - collecting data (asap)
Reading - analysing data (computer hold-ups)
Writing -     rough draft
Editing to final copy stage
References/Appendices
Proof-reading
Printing and Binding
Hand in Time!
               Minimising stress
•   Physical (body)
        Exercise
        Yoga
        Diet
        Sleep
•   Emotional (feelings)
        Talk to significant others
        Writing
        Asserting needs
        Humour
•   Cognitive (thoughts)
        Positive self-talk
        Improving concentration
        Communication
        Social interaction
•   Behavioural (actions)
        Time management
        Holiday time during candidature
        Negotiating supervision contract/arrangements
        Arrange for a computer, and any other resources you need
        Organising Yourself
• Read down the list of statements, ticking
  those you feel apply to you. Alter statements
  so that they apply to you better. Note down
  any reservations or differences you have.
      Organising Yourself cont’
•   I don‟t think I work as hard as I could
•   I couldn‟t tell you how many hours I put in last week.
•   I often seem to leave things like essays/writing till the last minute.
•   I find it hard to get down to work.
•   I don‟t seem to be able to stick at a task (like reading through a
    chapter) for very long.
•   I think that others do more than me.
•   I don‟t find it easy to talk to others openly about how much work
    I‟m doing.
•   I‟m never quite sure what I‟ve got to do next.
•   I sometimes take ages to „get going‟.
•   I‟m not sure whether I‟m doing enough or not.
•   I tend to flit from one task to another.
•   I seem to work better in some places than others.
•   I work rather irregularly, putting in lots of time one week and
    practically none the next.
•   I‟m generally behind, sometimes several weeks behind schedule.
•   There is no way I could do all the work I‟m expected to.
•   I‟m not sure I always do the most important things first.
•   I‟m not sure I‟ll be able to keep going right to the end of this
    course.
•   I don‟t have any sort of long-term plan for my work.
Source - http://web.missouri.edu/~kleinp/images/cartoon_diss_def_small.gif
              References
• Grant, A. and Greene, J. (2003) Coach
  Yourself. Cambridge, MA: Perseus
  Publishing.

• Elphinstone,L and Schweitzer, R. (1998) How
  to Get a Research Degree – A survival guide.
  Australia: Allen and Unwin.

				
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