Monday, March 9, 2020

Pantsers Verses Plotters, The Debate Continues




Written by
Sharon Bone
Central Methodist University



Introduction

We all have been there at some point in time, sitting in class and the English teacher writes the dreaded words on the black board, “essay due next week” just before the bell rings, indicating class has concluded!  Your head says “oh shit” as you scramble for an idea.  You can feel your heart pounding away as if the instructor just declared a state of emergency called a DEADLINE and you aren’t quite sure how to respond.  What is it about this process that can make a person’s flight or fight response go into overdrive?   At some point, during your research, you might have discovered your topic if it wasn’t already formulated for you.  Researching a topic is easy enough, time consuming perhaps, but relatively painless.  With those steps behind you, it is time to compile your outline.  Oh, that outline, with its topics and subtopics.  This is the framework of which a paper is supposed to be built upon, like a foundation for a newly constructed house, concrete and solid.  It isn’t the outline that should matter so much, because using one is a personal preference.  What should matter most, is the discipline that comes from exercising the skills of writing and finding the inspiration to do so.
Discussion
            Is an outline imperative to writing a great piece?  What would happen if you chose not to make an outline; and instead decided to throw caution to the wind, and just began writing?  Would your writing piece fail because you failed to use an outline?  Much emphasis has been placed on the outline and whether it has been completed, or not.  Sometimes writers fret at the thought of struggling with this part of the writing process.  This topic has been debated.  It is surprising that, for as many writers there are that choose to forego the outline, there are other writers that find solace in being fully immersed in the planning step.  Each side has a name. Those that do not use an outline are referred to as “pantsers” as they tend to ride by the seat of their pants.  Those that choose to use an outline are referred to as “plotters.”
Pantsers
Some authors don’t use an outline at all.  Salman Rushdie author of  The Satanic Verses’, ‘Fury’ and ‘Midnight’s Children’ describes his writing process as simply an ongoing continuation of writing.  Rushdie states that “each book has to teach you how to write it, but there’s often an important moment of discovery” (as cited in Livings, 2005, para. 75).  This indicates that an outline is not always necessary, writing is fluid and ever changing like a river.  Rushdie goes on to explain that “you almost always discover that the book you’re writing is not the book you set out to write” (as cited in Livings, 2005, para.  78).  Like Rushdie, Stephen King also chooses to forego the outline step of the writing process.  King does admit to keeping notes and files on characters and plots to help keep them straight.  Although not stated as eloquently as Rushdie, in speaking about drafting and revision, King (2006) similarly states, “every book is different each time you revise it” (Lehmann-Haupt & Rich, 2006, para.  83).  Kurt Vonnegut’s approach to writing was like Rushdie’s, in that an outline was seldom used.  Robin Stratton, author, publicist and writing coach also skips the outline as she prefers to write in a free flow pattern.
Some journalists do not use an outline as they prefer to work off a few note fragments or
tape recordings taken in haste.  One such man is Zurain Z. Imam, former fashion journalist for
‘Harper’s Bazaar’ magazine, ‘The Express Tribune,’ as well as a freelance journalist.  Iman stated, “I have never written an outline in my life, I don’t think” (Z. Imam, personal communication, 1/24/2020).  Some journalists use at least a fragment of an outline but not consistently.  Michael Luo, domestic correspondent and investigative journalist for the ‘New York Times’ describes his writing process as eclectic, using a traditional outline for some big research projects that can last months, to a mere few notes for projects that take little time.  It makes sense, from an organizational standpoint, to use an outline for some long-standing projects, especially for reporters who could have many projects going at the same time.  Devoting the time to constructing an outline is most likely not needed for small projects because they are not as complex.
Plotters
             There are other authors who cannot forgo the outline, J.K. Rowling, author of the ‘Harry Potter’ series, is a fine example of just such an author.  Each novel and series created, uses an elaborate plan on a table, some of which are kept locked away for safe keeping until needed, these plots and details can take years to plan.   In speaking of her latest novel ‘Lethal White’, Rowling states, “I plan a lot. This particular novel’s plan comprises a vast, colour-coded table, showing all the suspects, using blue ink for clues and red ink for red herrings” (as cited in Pulse, 2018, para 7).   John Grisham, author of over thirty novels including “A Time To Kill,” and “The Firm,” is also a plotter.  Grisham will not draft any work until he has invested a considerable amount of time getting to know his characters.  Grisham adopted outlining after completing his first novel and having three hundred pages that were deemed worthless.  As Grisham explains, “I've learned that the more time I spend on the outline the easier the book is to write" (as cited in Rajan, 2014, para.  3).  Considering that it took Rowling five years in the planning phase of the Harry Potter series, planning out every detail was warranted.  It would have been impossible to keep plot threads straight, after all, a completely alternate world was created.  Taking into consideration that Grisham has a goal to write a novel per year, it would be necessary to use an outline to prevent characters and plot details of multiple novel infusing.
Writing process
In describing his writing process, Rushdie says “when I wrote ‘The Satanic Verses,’ I had hundreds of pages before I wrote the scene that is now the beginning of the novel” (as cited in Livings, 2005, para.  76).  According to Kurt Vonnegut Jr. author of numerous novels and short stories, including “Slaughterhouse-Five” and “Mother Night,” writers must be taught how to write, and one of the best places to start is through a creative writing course.  Vonnegut stated, “a creative writing course provides experienced editors for inspired amateurs” (1999, para. 11).  When we surround ourselves with others who are striving towards the same writing goals, we receive advice on our work.  Most of the advice, which is sought after, should be greatly appreciated as it is an investment of time and energy of the reader/s.  In speaking about the importance of peer reviews, Robin Stratton, author of several novels including “Some Have Gone and Some Remain” and “Of Zen and Men” explains that, it is important to have an open mind when asking for feedback.  This is an important point to consider in maintaining emotional detachment and preventing bias to one’s writing.  Stratton further explains, “seeking feedback on your writing is the best thing you can do, but just as important is offering feedback…we don’t see the weaknesses in our writing until we see it in someone else’s” (as cited in Futterman, 2018. Para 5).  Peer reviews are an integral component in learning how to write effectively because of the reciprocity of feedback.
It is not enough to learn in school how to write.  Often learning can be expounded, by engaging in extracurricular activities.  According to Rushdie, his father would make him write extra assignments after school.  Although the extra writing seemed frivolous at the time, once Rushdie reached high school, he was able to write fluently.  Vonnegut insisted that ideas lurking deep within a person must be pulled out of them, much like undergoing a bronchoscopy.  Those ideas deep within, are only given life through practicing the act of writing itself.  Vonnegut further explains that “the primary act of practicing any art, whether well or badly is that it enables one’s soul to grow” (Vonnegut, 1999, para. 20).  In speaking about the writing process, Imam admits to being somewhat of a procrastinator and states, “if there is an assignment due in a week, I literally will wait until the sixth day to begin” (Z. Imam, personal communication, 1/24/2020).  Imam believes that it was the discipline learned, while working for a newspaper with a definite deadline, which helped to keep that habit in check.
Having a routine that allows you the time to practice your writing is important.  In speaking about the routine that he uses, Rushdie states “what I do for hours, every day of my life is sit in a room by myself.  When I stop for the day, I try to have some notion of where I want to pick up” (as cited in Livings, 2005. para 110.).  King also chooses to write daily and explains “I used to write 2000 words a day, but now I am down to a paltry 1000” (as cited in Lehmann-Haupt & Rich 2006, para 71).  In talking about his writing process, King will often work on two projects at the same time, this allows him to break from one project, and offers a fresh perspective on another.  In speaking about her writing routine, Stratton explains “sometimes I’ll head into the dining room at 4 in the afternoon and write for an hour, then write while I eat, and then write for an hour or so afterwards” (as cited in Futterman, 2018. para 6).  According to Rowling, life is very busy, and you might not be able to set aside hours of time aside dedicated to writing, therefore, you must take advantage of the fifteen minutes here and there.  Grisham also has a daily routine of which he states, “write at least one page every day, without fail. If you’re trying to write a book, and you’re not writing at least one page a day, then the book is not going to get written” (as cited in Rajan, 2014, para.  4).  Devoting time daily to any craft, results in a polished product, which is executed seemingly effortlessly.
Inspiration
The inspiration to write can come from anything including, circumstances requiring money; living conditions; or in wanting to help other people.  Rushdie finds inspiration from family, life experiences, editing and revision.  Gathering inspiration from life experiences, fiction novels and movies, King constantly has ideas churning in his head for writing projects.  Vonnegut was inspired to write from being financially challenged, with many mouths to feed.  In speaking about inspiration, Stratton believes that taking a writing class or workshop is the best way to go for camaraderie and reciprocal feedback.  Stratton suggests, “writers are inspired when they are in the company of other writers, the energy and enthusiasm makes them want to go home and write” (as cited in Futterman, 2018, para. 5).  Imam states he is inspired by, “bravery, resilience, and integrity especially among the underprivileged, suffering, the abused and the survivors who have an inspiring story to tell” (Z. Imam, personal communication, 1/24/2020).  Imam now writes about social issues, primarily affecting women and children including acid burn victims, and women’s rights in Karachi, Pakistan.  Luo finds his inspiration from other non-fiction writing and his editors, whom he found himself trying to please when he first began his writing career, he now has found purpose in his writing by making his articles people based.  Luo explains, “My brother said though, that through my writing, I was giving dignity to people’s lives, I like that” (as cited in Schuelten, 2011 para 59.).  Rowling’s inspiration was found in having to provide for her daughter as a single mother.  Inspiration is an important catalyst for writers to have, like an ingredient for a recipe, without which the product would not come to fruition.
Conclusion
            Whether an outline is used or not will not necessarily measure the greatness of the finished written product.  It is strictly up to you, if you choose to take the time and thought to either plan an outline or to skip it.  Writing is personal, therefore, no one else needs to know if an outline was used or not.  It makes sense to follow an outline for some projects such as academic theses, research essays, and novel series spanning years, and not so much for other projects, such as poetry, creative, and reporting.  Although talent and aptitude must be present within the writer, like any other talent, it must be developed and nurtured for mastery to occur.  Almost anyone can become a great writer, or at least conquer their writing assignment, with enough skill, discipline and inspiration.

References
Futterman, A. (October 21, 2018) Robin Stratton: How I write.  The writer’s magazine. Retrieved from  https://www.writermag.com/writing-inspiration/author-interviews/robin-stratton-write/
Lehmann-Haupt, C. & Rich, N. (Fall, 2006) Stephen King, the art of fiction.  The Paris Review, (189).  Retrieved from  https://www.theparisreview.org/interviews/5653/stephen-king-the-art-of-fiction-no-189-stephen-king
Livings, J. (Summer, 2005).  Salman Rushdie, the art of fiction.  The Paris Review, (186).  Retrieved from https://www.theparisreview.org/interviews/5531/salman-rushdie-the-art-of-fiction-no-186-salman-rushdie
Pulse, M. (Feb 5, 2018) J.K Rowling reveals her writing process and it’ll make you go oh.  Bookstr.  Retrieved from  https://bookstr.com/article/j-k-rowling-reveals-her-writing-process-and-itll-make-you-go-oh/  
Rajan, C.S.  (June 2, 2014) 5 writing lessons from John Grisham.  Writing Tip Oasis.  Retrieved from https://writingtipsoasis.com/5-writing-lessons-from-john-grisham/
Schuelten, K.  (Oct 17, 2011) Why I write: Q and A. With seven Times journalists. The Learning Network, teaching & Learning With The New York Times.  Retrieved from https://learning.blogs.nytimes.com/2011/10/17/why-i-write-q-and-a-with-seven-times-journalists/
Vonnegut, K.  (May 24, 1999) Despite tough guys, life is not the only school for real novelists.  New York Times On The Web, Writers on Writing.  Retrieved from 
 


Growth Mindset, Intelligence Isn’t Just A Number


 
Introduction
 To understand what a growth mindset is, a comparison must be done with its antithesis, a fixed mindset.  In a fixed mindset, one possesses a self-limiting state of cognition where the motivation to learn is squelched, usually by internally driven thoughts of not being good enough to succeed.   It is a maladaptive coping skill whereby a person subjects themselves to self-doubt and eventually quits trying to succeed.  A growth mindset is a state of cognition where one believes that they possess the ability to control their success in adapting to their environment.  It is easy to understand why it is preferable to foster a growth mindset, but how can this be accomplished?  Motivation to learn is subjective, meaning it is internal and is unable to be measured or influenced by external stimuli.  Silver (2017) suggests, “Since motivation is an inherent personal choice, it is flawed logic to suppose that one individual can motivate another” (Para 1.).  However, there are ways to encourage self-motivation both inside the classroom and at home.  One strategy to foster growth mindset that should be adopted is to encourage a love of learning, rather than celebrating the final score or grade.
Discussion
Intelligence is described as “the ability to acquire and apply knowledge and skills” and as “a person or being with the ability to acquire and apply knowledge” (Webster’s, 1992, p. 739.).  Intelligence has been measured for over one hundred years by a borage of tests with results forming the conglomeration known as the “Intelligence Quotient” (IQ).  An IQ score is not considered the great measure of academic success that it once was.  Modern psychologists have gone beyond the IQ tests in determining intelligence.  New theories have given rise to what success is and how it is no longer attached to a number that one is assigned.  Carol Dweck, Professor of Psychology at Stanford University, and author of “Mindset: The New Psychology of Success,” has a theory of motivation which is called Growth Mindset.  This is described as a state of cognition where one’s mind is not only open to learning new ideas through experimentation but also demonstrates the ability to increase intelligence and general success. 
            What is wrong with celebrating those hard-earned A’s on a report card?  The answer to this question depends on the reason for the celebration.  A grade only represents the result, not the journey.  According to Dr. Dweck, when the focus is on the final score rather than the process of learning, this adversely affects a student’s self-esteem.  Making students feel as though they must maintain high marks to be worthy creates an environment that is caustic to the personality.  This causes undue stress.  Consistent high achievement is difficult to maintain and in the student’s mind, they worry about “what happens if I don’t get a 100% in my class?”  In speaking about her daughter, Siyne Whitson (2011) in Psychology Today explained “My self-confident little go-getter told me she "wasn't smart anymore" and even "hated herself" after getting one item wrong on a math test” (para 3.).
This is especially true with school age children as they fit into Dr. Erik Erikson’s psychosocial life stage of industry versus inferiority.  Whitson (2011) explains “Talk about being overwhelmed. I couldn't believe what I was seeing and hearing--her plummeting sense of self-worth was devastating to us both(para 4.).  Erikson theorized that in each life stage, humans are presented with a life task they must successfully resolve in order to move onto the next stage of the life skills, psychosocial continuum.  Any failure during any stage results in being stuck at that level until said task has been resolved.  The implication of Dr. Erikson’s theory is that there is no way of knowing where on the life stage continuum college students are.  If they are stuck at any earlier phase, this can further impair his or her successes in school and life. 
            This is a factual account, of family member number, one as told by Ronald H. McCann, (uncle “Ron”) was born out of wedlock to a single mother in 1939.  Ron was frequently told by his mother and grandmother that he was smart and intelligent as they tried to encourage him to study.  The two ladies doted on Ron’s ability to receive high marks in school, which came with ease.  When his mother later married, Ron became the oldest child of five.  He read books constantly, however, he dropped out of high school and never attended college.  He stumbled into a busboy job in Palm Springs, CA as a young adult and never ventured beyond that.  Regarding his perceived intelligence, Ron stated frequently “I’m not smart, I’m just well read” (R. H. McCann, personal communication, May 17, 1982).   He never learned to drive, as he was afraid of trying, this made him dependent on others for transportation.  During his early retirement years, his social security check was a total of $400 a month, this fact kept him dependent on others for room and board for the remainder of his life.  He never married and died alone at age 64 believing that he was intellectually inferior.  Uncle Ron demonstrated the fixed mindset cognitive pattern as demonstrated by the fact that he firmly believed his brain was incapable of learning regardless of his above average IQ score.  His personality traits were ones that demonstrated fear in trying new tasks, fear of failure, and a belief of “I am what I am and that will never change.”  Human nature dictates that when goals are easily achieved, the challenge is no longer rewarding, therefore the motivation to succeed decreases.  It is possible that if Ron had the proper encouragement on his problem-solving abilities, rather than constantly being told how smart he was, he might have experienced greater success in life in general.
With a growth mindset, the competitiveness of academic success is removed from the equation, resulting in the restoration of a normative adaptation to the learning milieu and an increase in the desire to learn.  Silver (2017) suggests, “If they believe their achievements are grounded in internal factors (eg. their efforts, choices, strategies) they tend to work harder, try longer, overcome greater obstacles and recover more quickly from failed attempts” (para 3.).   Silver further explains, “The belief that one can largely control her destiny is the building block for growth mindset” (2017, para 3.).   Self-motivation is the key to any action.
Family member number two:  Laura N. Bone, female age 30 born to a married couple (myself and Bryan K. Bone) with one older child.  While in utero, Laura was diagnosed with bilateral cerebral cysts measuring less than ten millimeters in diameter.  The prognosis, given by the obstetrician, varied from “normal to mild mental retardation” (G. Bauer, personal communication, May 16, 1989).  Further amniotic testing revealed no chromosomal abnormalities.  By all accounts Laura had a normal intellect, reaching most of her developmental milestones as expected except for speech, which was mildly delayed.  I noticed that Laura could not read at the same age as could her older brother although they both were read to and encouraged to read nightly.  When she consistently failed basic reading tests and began to show signs of frustration it was suggested, by the school nurse and her teacher, that Laura be tested for learning disabilities.  Laura was diagnosed with a learning disability, which was in information processing, during the second quarter of first grade.  Further testing showed an average IQ score, and she remained on an “Individualized Education Plan” (IEP) for the remainder of her school years.  In the beginning, Laura’s classes were 80% “Learning Disabled” (LD) and 20% regular; these eventually evened out to 50% LD and 50% regular while in Jr. high; and in high school it reversed to 20% LD and 80% regular.  The educational focus was not on her grades so much as on her learning experiences, as short-term memory issues made academic achievement difficult for her.  Laura learned to drive; graduated high school; attended a certification program for nursing assistant and currently holds a steady job.  She demonstrates the growth mindset cognitive pattern as demonstrated by her motivation to overcome much in her life.  She does not believe that she is academically inferior and enjoys learning new skills, as she now performs quality assurance for her present employer. 
Conclusion
 Using the case studies provided, the impact of damage to a person’s wellbeing and motivation to succeed when the focus is on the final grade has been adequately represented.  The usefulness of rewarding a student’s efforts in problem solving and to give their effort to build self-motivation has also been demonstrated.  It should not be a surprise that encouraging students to do their best, even without considering stages of psychosocial development or learning abilities, can have a tremendous positive influence.  Increasing intelligence is like bodybuilding, in that when the mind is not challenged, it will not make new neural connections, therefore it is important to challenge the brain by fostering a love of learning.  Providing a nurturing environment where a student can feel free to experiment and practice autonomy with problem solving skills without prejudice is a great teaching plan that can be implemented at any education level. 

References
Intelligence (1992) Websters New Universal Unabridged Dictionary.  Avenel, NJ.  Barnes and Nobel
Ruszkiewicz, J. J.  (2019).  How to write anything: A guide and reference.  (4th ed.).   Boston, MA.  Bedford St. Martin’s
Silver, D.  (2017, Jan 16).  5 Tips using growth mindset to foster motivation.  Corwin Connect.  Retrieved from https://corwin-connect.com/2017/01/5-tips-using-growth-mindset-foster-motivation/
Whitson, S.  (2011, Dec 19). Fostering a "growth mindset:" 7 Ways to nurture your gifted child.  Psychology Today.  Retrieved from https://www.psychologytoday.com/us/blog/passive-aggressive-diaries/201112/fostering-growth-mindset-7-ways-nurture-your-gifted-child