A guide for graduate students

Many of us fear the blank page. Writing is as much a part of science as it is part of the experiment, yet graduate students are rarely trained to do it well. Often, students don’t know where to start and become frustrated when words don’t come easily. Stress mounts, leading to delays, burnout, and stagnation.

In our roles as teachers of writing, we work with graduate students to develop their writing skills, and we often encounter people who struggle with these challenges. We often advise students on strategies to ease their writing fears, as well as how to start and maintain writing practices. Here we share three of our favorite strategies for students working on large or long-term writing projects.

Set concrete goals

Evaluate what you’ve already accomplished and what still needs to be done, then translate that inventory into specific, actionable tasks. Students often come to us with goals such as “write a methods section” or “compile primary literature.” But if the goal does not clearly indicate a course of action, it should be broken down into smaller steps that are more concrete. For example, compiling primary literature might include steps such as “describe papers Specific, concrete goals are not only more manageable, but they also provide a fuller and more accurate picture of what the writing process entails than we initially imagine.

In some cases, objectives can generate specific questions or prompts (e.g., “What are possible explanations for result Z?” or “Justify why papers X and Y are important to this study”). These prompts suggest a guide for how to move forward, thus alleviating the uncertainty (or dread) imposed by the blank page.

Develop structure and accountability

People need structure to stay rooted in their goals, and accountability to stay on track. Without it, writing is often the first thing that happens in a scientist’s busy life. Make time to write in your calendar – and be realistic. Consider all your commitments and determine when you can devote time to writing. Creating a schedule that works for you may take trial and error, but to get started, try scheduling two-hour writing bouts twice a week. A two-hour block gives you some buffer time to settle in and leaves plenty of room to get “in the zone.” Stick to this schedule as you would other professional commitments, because writing is actually one of your professional commitments as a scientist. You can further enhance structure by finding a designated, stable place for writing, such as a favorite coffee shop or a reserveable desk in the library or lab.

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If you can, join or start a writing group, where members meet regularly to share their goals, track their progress, and write. Ask your lab members or classmates – you might be surprised to discover how many people struggle with writing and would be excited to work in the community. Even if you’re not participating in a writing group, connecting with others while writing can provide valuable support for your routine. Consult your mentors, discuss ideas with colleagues and seek feedback from a writing center if your organization has one.

To make sure your writing time is enjoyable—and that you’re less tempted to cut it short—celebrate your successes, whether you’re writing alone or with friends. Finally, keep your writing practice sustainable by respecting the planned end time of your writing sessions as much as you do the start time.