Learning Objectives
- Explain why preparation is important in business writing
“How do I prepare myself for writing?” is a common question and one that has no single correct answer. When do you do your best work? Whatever your work or task may be, it doesn’t have to be writing. Some people work best in the morning, others only after their daily dose of coffee. Still others burn the midnight oil and work well late into the night while their colleagues lose their productive edge as the sun sets. “To thine own self be true,” is a great idea when you have the freedom to choose when you work, but increasingly our lives are governed by schedules and deadlines that we do not control. You may have a deadline that requires you to work late at night when you recognize that you are far more productive early in the morning. If you can, consider one important step to writing success: know when you are most productive. If you cannot choose your timing, then dedication and perseverance are required. The job must be completed and the show must go on. Your effort demonstrates self-control and forbearance (as opposed to impatience and procrastination) and implies professionalism.
To be productive, you have to be alert, ready to work, and can accomplish tasks with relative ease. You will no doubt recognize that sometimes tasks take a lot longer, the solution is much harder to find, and you may find work more frustrating at other times. If you have the option, try to adjust your schedule so the writing tasks before you can be tackled at times when you are most productive, where you ability to concentrate is best, and when you are your most productive. If you don’t have the option, focus clearly on the task before you.
Every individual is different, and what works for one person may be ineffective for someone else. One thing that professional writers agree on, however, is that you don’t need to be in the “right mood” to write—and that, in fact, if you wait for the right mood to strike, you will probably never get started at all. Ernest Hemingway, who wrote some of the most famous novels of the twentieth century as well as hundreds of essays, articles, and short stories, advised writers to “work every day. No matter what has happened the day or night before, get up and bite on the nail” (Hemingway, 1999).
In order for your work to be productive, you will need to focus your attention on your writing. The stereotype of the writer tucked away in an attic room or a cabin in the woods, lost in the imaginary world created by the words as they flow onto the page, is only a stereotype. Our busy lives involve constant interruption. In a distraction-prone business environment, much of your writing will be done while colleagues are talking on the phone, having face-to-face conversations as they walk by, and possibly stopping at your desk to say hello or ask a question. Your phone may ring or you may have incoming instant messages (IMs) that need to be answered quickly. These unavoidable interruptions make it even more important to develop a habit of concentrating when you write.
The mind has been likened to a brace of wild horses; if you have ever worked with horses, you know they each have a mind of their own. Taken individually they can be somewhat manageable, but together they can prove to be quite a challenge. Our minds can multitask and perform several tasks simultaneously, but we can also get easily distracted. We can get sidetracked and lose valuable time away from our designated task. Our ability to concentrate is central to our ability to write effectively, whether we work alone or as part of a team.
In many business situations, you may not be writing solo but instead collaborating on a document with various coworkers, vendors, or customers. The ability to concentrate is perhaps even more important in these group writing situations (Nickerson, Perkins, & Smith, 1985). In this discussion, we’ll consider the writing process from a singular perspective, where you are personally responsible for planning, researching, and producing a product of writing. In other areas of this text we also consider the collaborative process, its strengths and weaknesses, and how to negotiate and navigate the group writing process.
Thinking Critically
As you approach your writing project, it is important to practice the habit of thinking critically. Critical thinking can be defined as “self-directed, self-disciplined, self-monitored, and self-corrective thinking” (Paul & Elder, 2007). It is the difference between watching television in a daze versus analyzing a movie with attention to its use of lighting, camera angles, and music to influence the audience. One activity requires very little mental effort, while the other requires attention to detail, the ability to compare and contrast, and sharp senses to receive all the stimuli.
As a habit of mind, critical thinking requires established standards and attention to their use, effective communication, problem solving, and a willingness to acknowledge and address our own tendency for confirmation bias, egocentrism, and sociocentrism. We’ll use the phrase “habit of mind” because clear, critical thinking is a habit that requires effort and persistence. People do not start an exercise program, a food and nutrition program, or a stop-smoking program with 100 percent success the first time. In the same way, it is easy to fall back into lazy mental short cuts, such as “If it costs a lot, it must be good,” when in fact the statement may very well be false. You won’t know until you gather information that supports (or contradicts) the assertion.
As we discuss getting into the right frame of mind for writing, keep in mind that the same recommendations apply to reading and research. If you only pay attention to information that reinforces your existing beliefs and ignore or discredit information that contradicts your beliefs, you are guilty of confirmation bias (Gilovich, 1993). As you read, research, and prepare for writing, make an effort to gather information from a range of reliable sources, whether or not this information leads to conclusions you didn’t expect. Remember that those who read your writing will be aware of, or have access to, this universe of data as well and will have their own confirmation bias. Reading and writing from an audience-centered view means acknowledging your confirmation bias and moving beyond it to consider multiple frames of references, points of view, and perspectives as you read, research, and write.
Egocentrism and sociocentrism are related concepts to confirmation bias. Egocentrism can be defined as the use of self-centered standards to determine what to believe and what to reject. Similarly, sociocentrism involves the use of society-centered standards (Paul & Elder, 2007). Both ways of thinking create an “us versus them” relationship that can undermine your credibility and alienate readers who don’t share your viewpoint.
This leads to confirmation bias and groupthink, resulting in false conclusions with little or no factual support for a belief. If a person believes the earth is flat and never questions that belief, it serves as an example of egocentric thinking. The person believes it is true even though he has never questioned why he believes it. If the person decides to look for information but only finds information that supports his pre-existing belief, ignoring or discrediting information that contradicts that belief, he is guilty of confirmation bias. If he believes the earth is flat because everyone in his group or community believes it, even though he himself has never questioned or confirmed the belief, he is guilty of sociocentrism.
In each case, the false thinking strategy leads to poor conclusions. Watch out for your tendency to read, write, and believe that which reflects only what you think you know without solid research and clear, critical thinking.
References
Gilovich, T. (1993). How we know what isn’t so: The fallibility of human reason in everyday life. New York, NY: The Free Press.
Gudykunst, W. B., & Kim, Y. Y. (1997). Communicating with strangers: An approach to intercultural communication (3rd ed.). New York, NY: McGraw-Hill.
Hemingway, E. (1999). Ernest Hemingway on writing (L. W. Phillips, Ed.). New York, NY: Simon & Schuster Adult Publishing Group.
Nickerson, R. S., Perkins, D. N., & Smith, E. E. (1985). The teaching of thinking. Hillsdale, NJ: Lawrence Erbaum Associates.
Paul, R., & Elder, L. (2007). The miniature guide to critical thinking: Concepts and tools. Dillon Beach, CA: The Foundation for Critical Thinking Press.
