Starting a new research project still has the power to intimidate me, even as a graduate student. With so much information available at my fingertips, how can I narrow down my results to find the resources I need?
This pandemic has no doubt made learning a huge challenge—but if anything positive has come out of my learning experience, it’s that I am constantly pushed to think critically about the world every time I put pen to paper.
What makes me a unique writer? This is a question I ask myself often. As an identical twin, saying that I have gone through a bit of an identity crisis is an understatement. I am constantly confronted with the reality of my own uniquenesses, or the lack thereof, especially when it comes to writing.
Since I’ve been forced to live in a quarantined world, it’s been real easy to spend all day sitting. It was a sudden adjustment for me; I used to try and either walk to or from campus every weekday, which made sure I got time outside. I realized I missed walking like this, so after about two weeks of being locked in the house, I started to make movement a part of my working routine. Since I spend a lot of time working on writing projects, this push to start walking has ended up becoming a pivotal step in how I approach my writing.
At the end of my sophomore year, I realized that I wanted to use tech to help me write more efficiently. When I took notes for my research, I didn’t have a system that helped me organize which quotations or information went with which source. My overall disorganization made transitioning from research to writing a bit of a pain. I could never cite quickly. That all changed when I found my dynamic duo: TheBrain and Zotero.
I find word choice to be one of the trickiest parts of academic writing. Even if I’ve used a dictionary or thesaurus to make sure that I’m using a word correctly, there’s still the chance that my reader will find it odd if I use a word that’s uncommon in academic writing or that has an implication I’m unaware of.
It was late one night in December, and, with what seemed like hundreds of other people, I was in the library. I had been working on a paper about the U.S. intelligence community for weeks—reading articles, finding book chapters, and typing page after page of notes—and my head was spinning.
Normally, the papers I write for class don’t require exhaustive research, so I can get by just keeping everything in my all-purpose Word document (or, as my roommate calls it, the “portal of chaos”). This spring, though, I was assigned a final paper that required me to sift through a lot of primary sources, and I was getting tired of scrolling. So, to keep everything organized, I turned to a program that I’d purchased a few years ago: Scrivener.
When I came back from Iraq in July 2010, I was eager to enter college. It wasn’t that I desired to learn all that I could but that I felt behind. Most of my high school classmates were starting their second year of college when the 747 that delivered me from Iraq to America landed in Gulfport, Mississippi. I wanted to get my college education started because part of me felt that, if I didn’t start soon, I would never go.
Over the years, I’ve developed a strong sense of myself as a writer and learner. When I compose information, I do so with my audience in mind, so the last step in my writing process is hearing my own work. Because I live alone—even though I do have my wonderful dog-daughter, Sam, she’s not the best reader—I love to have my computer read my work back to me. So, hearing how my work sounds, especially with my audience in mind, enables me to clarify and strengthen my ideas.