In a bonus #amwriting podcast episode, host Jennie Nash talks with academic writing coach Kathy Mazak of Scholar’s Voice (and host of Academic Writing Amplified) about how writers keep going after completing a blueprint and finish what they start. Mazak explains her mission-based work helping academics—especially women and non-binary scholars—publish their research by aligning time management and writing with an academic mission statement. She argues that big blocks of time are unrealistic and that one to two hours once or twice a week can be enough if protected and supported by project management systems.
They discuss common obstacles like not honoring writing time, fear of disappointing oneself, and harsh peer review, and emphasize mindset work as at least half the solution. Mazak describes managing multiple projects by focusing on a top three, letting others “sleep,” and “killing” stalled “zombie projects,” plus recognizing stage transitions and solving the right problem at the right level. She shares details on her 12-week Navigate program (scholarsvoice.org/navigate) and why members stay for years.
Learn more at http://scholarsvoice.org/.
Transcript
Jennie: [00:00:00] Hi, I’m Jennie Nash, and you’re listening to the #amwriting podcast, the place where we help writers of all kinds play big in your writing life, love the process, and stick with it long enough to finish what matters most. Hey everyone, it’s Jennie, and I’m here with a bonus episode of the podcast because a lot of our community has been working on their blueprints this summer to begin a new project, find momentum for one that’s gotten derailed, or to work on a revision.
And obviously stopping to think before you write is critical, but then the question is, what next? And how, how do we keep going? How do we finish what we started? And I invited my friend Kathy Mazak to join me today to have a conversation about this and to get her insights on this topic. Kathy, we’re in a business mastermind together.
That’s how we met, [00:01:00] and we, um, immediately connected because Kathy runs a company called Scholar’s Voice, which you can find at scholarsvoice.com. She has an incredible strategic mind, and her work focuses on helping tenured professors get their research and writing out of the endless backlog and actually submitted and published.
So it’s a different kind of writing than we normally talk about on the podcast, but I know we have a lot of a- academics in our audience, um, who are trying to write nonfiction or fiction or memoir, but also probably trying to publish the papers that are sitting on their desk. And Kathy helps so many people do that work and do it well, and she has really Amazing systems for doing that.
And so she’s gonna talk a little bit about her program and what she offers at the end, um, or maybe at the beginning too. But, [00:02:00] um, welcome Cathy.
Cathy: Yay. Thank you so much for having me. So I know that we met in the business mastermind, but I’ve been following you for many years before that, and been listening to this podcast, and been subscribed to this podcast for, like, at least since 2019 when I started to, like, look at other writing podcasts.
Jennie: Yeah.
Cathy: And so it is ... It actually has been, like, a dream of mine to be on this podcast, so it’s, like, so- Look at us ... great that we’re doing this here today. Yes.
Jennie: I completely forgot to say that you have a podcast as well. What is, what is the name of that?
Cathy: Yeah. The podcast is called Academic Writing Amplified.
It has, like, we’re headed towards 350 episodes all about, like, getting your, uh, academic papers out there in the world when you’re a busy professor. So yeah.
Jennie: One of the things that I most like about your business is the way you describe it as it’s really mission based. Yeah. It’s, it’s [00:03:00] really about helping academics take control of the narrative.
Yeah. Right? Do you- Yeah ... do, will you tell us about that, ‘cause I love that.
Cathy: Yeah. So for me, right, like, as a writing coach, so I was a full professor, like I went through, I have a PhD. I, I, I got my tenure track job. I went all the way through all the ranks, um, before I left and started this, uh, academic adjacent business.
But I do it because, like, my big, like, mission is that the more, especially women and non-binary academics who get their papers out in the world, like, the more those voices are changing fields, and influencing research, and influencing thinking. And I just think, like, that is just so important. That’s why the business is called Scholar’s Voice, ‘cause it’s about getting more diverse, typically marginalized voices out in these research spaces.
Um, so [00:04:00] to me that’s my mission, and when I have ... You know, when, when scholars come and do my program they write an academic mission statement, and really their whole time management, um, and writing project management, and sustainable writing practice is designed to, like, support that academic mission. So it’s a very mission based, uh, business for me.
But it’s also, like, a, like my clients, like w- who take my programs are also, like, putting their academic missions, like, right at the center of their work. Which also puts writing at the center. Because to me, like, the writing is absolutely, is, is, like, the path to creating this better career, this focus on writing.
Jennie: Well, and an academic has courses to teach and committees to go to, meetings to go to, and, you know, so many other demands on their time. And somebody trying to write a book has- Yep ... not [00:05:00] exactly those things, but probably a day job, and kids, and, you know, aging parents they have to care for, and the dog, and the car, and, you know, it’s, it’s writing in, in the real world.
Mm-hmm. And the way you set your program up is you’ve honed this over so many years, i- and it’s designed to, to help people actually get the work done. Yeah. So can you tell us a bit about how you structure that program? ‘Cause I think it’ll be instructive to helping folks. Like, okay, here, you’ve finished your blueprint, now what?
So- Yeah ... how do you, how do you get people to do it?
Cathy: Yeah, yeah. So the first part is that I think that many people, when they think about writers, right, like if they just imagine themselves as a writer, they think that the ideal is, oh, I have like eight hours a day to dedicate to writing, or all my life, or whatever, you know, dreamy scenario we have in our minds.
And I [00:06:00] think, like, for academics, i- the, the... it’s like, oh, I need to be on a sabbatical, or I need to not be teaching. I need to... I cannot be doing any other thing. Um, or I can be doing other things, but I need like these big blocks of time to write. And the problem is, like you’re saying, like writing in real life, like that just doesn’t happen.
And then when it might happen for academics is over the holiday breaks, like the semester breaks or the summer, but that also isn’t true because you’re also like, you know, being a mom and, and th- you know, doing things with your family, and managing your house, and maybe your aging parents, and whatever else.
Like there’s never a time where there’s like nothing going on. So we have to stop thinking that that’s the ideal and rather think, like what I tell my people, and they- Fight me on this, but at the beginning. But I tell them, actually one to two hours once or twice a [00:07:00] week is enough.
Jennie: Ah. And
Outro: they’ll be like, “No,
Cathy: no,
Outro: no,
Cathy: I
Outro: need-” Say that again.
Cathy: Yeah, no. Say that again. One to two hours once or twice a week is enough, ‘cause remember, like, the low end of that means one hour a week, and the high end of that is four hours a week. And so a lot of times people come in and, and I’m, you know, for your, for the audience here, like, think about are you doing one hour a week consistently?
Are you doing two hours a week consistently? If you’re not, then let’s just, like, back up and go there instead of thinking like, “Oh no, I need these big blocks of time that I can never actually get and hold.” ‘Cause that’s the other thing, it’s so hard to hold a big block. Um, like a four-hour block is hard to o- to hold.
Uh, and also
Outro: hard- Oh my gosh, four hours? ... to maintain your energy through.
Cathy: No, no, people- What? No ... people have
Outro: all kinds of ideas.
Cathy: And I’m like, and, and the other thing too I think is related to this idea, like for my people, right, that the work day is, like, this eight-hour day. [00:08:00] Like, but you can’t ... I’m thinking you’re not knowledge work for eight hours a day.
Like, your brain can’t do that, you know? So we really have to start, just, like, dial it back and start with, like, can I get consistency? Consistency doesn’t have to mean every day. Could I get consistent with one or two hours once or twice, or twice a week, and actually do writing during that time so I have project management skills that mean when I sit down I know what to work on, and see how that works?
Because guess what? If you did that, you would be ... Like, everything would be moving towards publication, and there would be many more words on the page.
Jennie: Well, I love that so much because one of the things that I find is- Well, with writing or business or anything is I’ll say, “Oh, I’m working so hard, and I’m so busy on it, and I’m spending all this time on it,” but really what I’m doing is sitting down at my desk and- Yeah
rearranging, you know, [00:09:00] the folders on my desktop again. Or- Yeah ... um, you know, oh, I’ll just go take a little peek over on Instagram, uh, to transition from... You know, like, it’s just- Yeah ... I waste so much time. And-
Cathy: Yeah ...
Jennie: the- it’s- if the, if the idea is, “Well, I got one to two hours, I’m gonna, I’m gonna use that time.”
Cathy: Yeah. Yeah, I mean, and that’s why you have a blueprint, right? Like, this is why you do the blueprint because every time you sit down, you are faced with either the blinking cursor, right, the blank page, or you’re faced even before that with maybe, like, what do I wanna work on? And so for academics, we’re always working on more than one project at once.
We always have, like, most academ- some academics are book writers. Many academics are... Almost all academics are article writers, and so you always have... Like, you never just, like, start the research for an article and [00:10:00] then just only do that until it’s submitted and out in the world. You always have things at these different stages, like I call it your publication pipeline, but, like, you have things that are in the idea stage, in the data collection stage, in the analysis stage, the writing up stage, things that are submitted, you’re waiting to get editorial feedback on them.
All of that is happening all the time. So you, when you sit down, you’re making a choice between all of these possible projects, unless you have a great project management system, you know? Or unless you have a roadmap that says like, “Okay, well, here’s my roadmap. Let me... You’re my blueprint. Like, let me sit down and start here.”
You know? You ha- you need to have that place to start, or you’ll just wheel spin with those, uh, one or two hours once or t- once or twice a week.
Jennie: So I’m curious about what other objections people bring to your method. You said the first- Mm-hmm ... objection was, “Well, I, I need these giant blocks of time.” Yeah.
What are some of the other objections that you hear to it?
Cathy: Yeah. I think a lot of them, and [00:11:00] I think this is so common in, in writers of all kinds, is like, “I’m, I’m gonna let myself down.” Like, the, the, the biggest kind of mental thing is like, “Oh, I’ve tried it. I’ve tried to hold that time before, but I’ve never been successful at it, so if I keep trying, I’ll just keep disappointing myself.”
Um, whereas, like, the more structures and systems you put into place, the better those things can hold up those one to two hours once or twice a week, and then potentially grow them even. But you have to have, like, it, it can’t be just I put it on my calendar- Because there has to be, the mindset has to be in the right place.
You have to be honoring that time. Like, you- finding the time on your calendar is problem one for sure, like, because people are booked up. But the second part of that problem is I found it, I [00:12:00] put it there, and then when a student tried to make an appointment with me and they just couldn’t possibly find any other time, I put them right on top of my writing.
Or what many of the other possible scenarios where you would just schedule over what you had held for writing, and I think that’s a That’s a situation that’s common among everybody with a life, right? Like, “Oh, the plumber said they could come during that time, and here I am just writing.” Just writing. You know, like, that’s the first thing that has to change.
Like, you have to f- to honor that writing time just like you would honor that really hard to get dermatologist appointment.
Outro: That’s what it needs to be. That’s the level of honoring that we’re, that we’re talking about.
Jennie: I’m laughing- Am I- ... ‘cause I’m looking, I, like, literally have been thinking whilst on this, we’re looking at video while we’re recording this at how beautiful your skin is, so it’s hilarious that you mention that.
I’m like, “Oh, wait. Maybe I need to be centering the dermatologist more.” [00:13:00]
Cathy: Listen, I don’t have a dermatologist appointment. If I did, I would, I would hold that. The one that really resonates for me, and maybe with some other moms of, like, kids, like, school-aged kids, is the freaking dentist. Like, I can’t get a freaking kid’s dentist appointment.
Like, I call and they’re like, “Yeah, we’re just all booked up.” I’m like, “How is this possible?” You know, and so if there’s a dentist appointment, I hold on to that. That’s the kind of tenacity we want around the honoring the writing appointments.
Jennie: So I wanna stick with this concept a little bit more, because I, I actually was writing about this for the Write Big, uh- Mm
book that I’m working on. Mm. And this idea that the reward of writing is way down the road. It- Mm. We don’t really have any evidence that it’s gonna actually pay off. Yeah. And I think that that tends to be the reason why it’s so easy to say, “Well, this doesn’t really matter,” or, [00:14:00] “I c- shouldn’t really commit to this,” or, “I shouldn’t go all in on this.”
And some of that pressure comes from our own selves, as you mentioned. Yeah. But a lot of it comes from the people who love us, who are in our homes even, or, you know- Yeah ... the pressure, like, if you’re trying to protect that hour or that four hours in your week and it’s, you know, “Well, can you do this errand?”
Or, “This kid got sick,” or this. To be, to say, “Well, no, that’s my writing time”-
Cathy: Yeah ...
Jennie: it, it’s like, well, what evidence do you have that that’s worth anything? Yeah. Right? Is ... Do you find that with academics too?
Cathy: Uh, I think that, yes, 100%, um, because the payoff is really far away. Um, but even, like, I would argue that another thing happening in people’s heads is that the payoff might be somebody read it and hated it.[00:15:00]
Like, so you’re also avoiding it because- You know, like the end result might be that you, like turn it into your book coach, and the book coach says you have to redo it all. Right. You know? Or like- You missed
Jennie: the mark. Right ...
Cathy: you missed the mark. Exactly. And so, but like we just don’t think of that, or so that fear of that we’re gonna do this work, we’re gonna hold our writing time, which feels very selfish and feels like who do you think you are that you’re gonna hold time for your writing, you know?
Like, who are you, Ernest Hemingway? Like, like, you know what I mean? Like we, we have these thoughts in our head, and then we, and then, um, the, the great payoff of all of that hard work of holding the time and actually doing the writing might be, in the case of my people, like that some real A-hole reviewer tears you apart.
And-
Jennie: Because your- Yeah ... people have to have peer reviews- That’s right ... for everything, right?
Cathy: For [00:16:00] everything. Even books. Yeah, yeah, yeah. So everything is peer reviewed, and I mean, I was just coaching somebody yesterday on like why are, why we have, I call it like submission friction. Like I talk about all these different points in the writing process, and how- Every point, there’s like, there’s friction to move the work from one kind of thing to another kind of thing.
So there, like when you go from draft to like submitted article, y- it’s becoming something different, and your job and your relationship to the, that piece of writing is different between when you’ve drafted it and when you’ve submitted it to a journal. Um, there’s lots of other transition points, but I was coaching somebody yesterday who was like, “Yeah, I got all this really bad feedback,” like really badly worded feedback, right?
Like, it wasn’t just critical, it was also delivered poorly because peer review in academia is blind, so you don’t know who read it, and so people say all kinds of things [00:17:00] without you, you know, without fear that you’re g- they’re gonna see you at a conference. So you know, supposedly they don’t know who you are, you don’t know who they are.
And it can be like really horrible, and this, this client, she was like, “I just can’t... I have trouble, I’m having trouble submitting anything from that study because that person’s words are in my head.” Oh. So like, so we also have like for the great effort of holding the writing time and doing, we might get these terrible things that like stop us in our tracks, and then we have to like coach our own minds through like, okay, why is it true that submitting again won’t necessarily have those same results, you know, and whatever else you need to, you know...
Like I work with my clients on different things they can think to get over that friction of submitting and that fear. But, but yeah, like sometimes there’s a payoff, and sometimes the payoff is like, “Congratulations, we’re g- people are really mean.”
Jennie: [00:18:00] Yeah. Yeah,
Cathy: yeah. Yeah,
Jennie: so how much time do you spend in your program, would you say, on You know, so there’s the tactics and the- Mm-hmm
setting up the systems- Yeah ... versus mindset. Yeah. Like, what’s the balance?
Cathy: Yeah, yeah. Yeah. So my program is set up so that you do the program in 12 weeks, and guess how long it takes to do the program every week? One to two hours. And you do it once or twice a week. So, like, if you take the program, it forces you to hold, like, an hour to do the material and an hour for a live call.
So the live call is where we’re really getting into the coaching stuff. Like, I, you know, there’s only so much coaching you can do on, like, a prerecorded lesson, right? But we do talk about mindset, um, throughout the whole thing. But on the coaching calls is really when we talk about mindset and, and get to figure out, like, [00:19:00] is the problem that you’re having actually a strategy problem, or are you having a mindset problem?
Is it, like, something that’s happening, or is it the way you’re thinking about what’s happening? So I would say it’s, like, a half and half, um, kind of breakdown between strategies and, um, techniques and, like, here’s processes, and let’s get your mind right.
Jennie: Well, I mean, that’s, to me, a, a giant revelation. I, I believe that mindset is at least 50% as well.
Yeah, yeah. And I think most writers don’t have any idea that, how important mindset is. And the program you and I are in together, the business mastermind that we’re in together, is hugely mindset focused, and it- Yeah ... it’s hard to show up with your mindset stuff. It’s embarrassing. Mm. Mm. And, you know, it’s hard to get coaching on it, at least for me anyway, because it’s, oftentimes it’s like, “You’re saying the same thing in a different way.
[00:20:00] Like, that’s just the same story, different words,” you know? You really have to confront the narratives that you have in your head, and where they came from, and what they’re serving, and that’s work too, right? Yeah,
Cathy: absolutely. Yeah. Yeah,
Jennie: absolutely. And I mean, that’s, to me, the thing that I’ve, I’ve really learned, and your program honors that idea by half the time that people are spending is the, the mindset.
Cathy: Yeah. Yeah, absolutely. And, and then we also... Like, the program is designed so that you take it once, and then you can keep taking additional rounds of the program. The content of the program doesn’t change, but you continue to have these mi- these, these coaching calls, right? Where we talk about, there’s kind of two part- like, two themes of the coaching calls.
Like, one theme is like, oh, now I- my whole calendar is really mission aligned, and I’m holding my writing time and whatever. And then what is the series of problems that happens after that, [00:21:00] right? Like, what’s the next level? Like, now that we’ve solved these things, ‘cause there’s never no, there’s never no problems.
Like, like, the next set of problems, uh, presents itself. Um, so we coach on those things. But also, like, I’ve just been, especially this, in this next group, I’ve told people, like, I’m like, “We’re gonna do more mindset than ever.” Like, we’re just gonna really coach your brains on, um, you know, on perfectionism, on procrastination, on transition friction, on zombie projects, on like, um-
Jennie: What’s a zombie project?
Cathy: Ooh, those are those things that are like, they’re not going anywhere. They’re dead, but you’re holding onto them in your mind, like someday I’m gonna get back to that. And it is not healthy to do that. So we, I, when I talk about, like, um, how to manage multiple projects at once, like so think multiple articles that you’re writing at once, people [00:22:00] have...
Like, academics have, I don’t know, like 10, 20 articles that they have, like that they’re holding in their mind as like these are possible articles that I could work on or these are projects that... I call them projects in play, right? Well, a lot of times like five of those are like, “Oh, this is a project I started.
There might be words on the page, but it stalled out.” We needed to do a reanalysis, and we didn’t n- and, and it was gonna be a lot of work to go back and do that, so it’s just kind of like alive but dead, right? Like a zombie. Yeah. So I tell people, and again, they fight me on this, like I’m like, “You need to kill them.”
Like you need... Zombie projects aren’t for resuscitating. They are for blessing and releasing. They are for like this is done. This is not going to... Because they’re in the way of all of the other living projects. So I talk about the projects as like we have a top three that are kind of, that we’re maybe rotating between or [00:23:00] that like once we, we, we submit something from the top three we can like promote something else, and then everybody else is sleeping.
You know? Just tell them they need to take a nap. And then the zombie projects we’re just, we kill them. You can, if you must, have a folder on your computer and put them there, but you need to get them out of like your working mind. They shouldn’t be in your pipeline. They should be like they... Because we can only hold so many things, and we can only manage so many projects at once, so we have to create systems and processes to make it feel like we’re only working on one thing at a time
Jennie: Well, I think this idea, which I adore now that I know what it is-
um, applies to book writers as well. Everybody has more than one book idea, and they have the book idea that they wanna write after the book that they’re working on, or they started three at a time or s- you know, oftentimes there’s a thing that happens, I think it happens about two-thirds of the way through a [00:24:00] book- Hmm
where suddenly you have a great idea for another book that is shinier and prettier and brighter and better- Yes ... than the one you’re working on.
Outro: Yep.
Jennie: And so this idea, I think, really applies to book writers, and most of us who are writing and sharing anything are also writing other content like- Yes. Yes
Substack and, um, or a newsletter or a podcast or whatever th- whatever the content that we’re working on is. So do you think that this idea of the zombie project- Mm-hmm ... or folder can apply there as well?
Cathy: For sure, because here’s the thing, right? The shiny object syndrome is really real be- and it, and it relates actually to the submission friction that I was talking about.
Like, I did a call about that just yesterday. Like, it relates because- Before your project is done, right, before it’s submitted, before it’s turned in, whatever, [00:25:00] it has the potential to be the very most amazing, best book that has ever been written by anyone. And as long as I don’t submit it, it is holding that potential.
Jennie: Yes. Okay.
Cathy: And so once the, so the more, but the more done the book gets, the less po- Like, almost like the less that po- the, the more that potential is kind of decreasing because it, it’s not that it’s not great, maybe it is that book, but like the potential of what it could become when it actually has become something is less, right, than the new shiny idea because the new shiny idea then has like all of this potential.
So, so I think that’s the, the newness of something like is, i- is very attractive, and it has so much to do with like our brains trying to avoid the hard work of the finishing and trying to... Like, [00:26:00] w- when something is new, you don’t know what the writing problems are yet. Yeah. But what, what’s existing, you have a lot of problems to solve.
There’s a ton of decisions to make.
Jennie: Yeah.
Cathy: And, um, and, and that, that feels hard and heavy.
Jennie: So for our listeners who are finishing up their blueprints, they’re coming across one of those friction points you talked about, where you’re going from planning your book, thinking about it, solving some problems, to you’re going back to writing ‘cause the- Yeah
blueprint is a kind of a pause. Not kind of, it’s a pause, and now you’re going back to the writing, and that s- transition is something a lot of writers don’t acknowledge- that it’s a different thing. So that idea- Right ... you were talking about of, um, when your academic writers are shifting from, you know, one thing to another.
They have a lot more shifts in a lot [00:27:00] more compressed period of time. But writers absolutely go through this, and then when they, when they call it done and get it to beta readers, and then they get it back and get it to, you know, going to pitch, those are all transition points. So a lot of our listeners are at one of those right now.
Yeah. What is, what is the mindset work to, that you guide people for shifting from one, um, process to another?
Cathy: Yeah. Yeah. Yeah. So your job changes. Like, that’s the, that, that’s the, you know ... Like, the job of, like, when you’re doing the blueprint, right? It’s a planning, it’s a pausing, it’s a thinking, it’s a
Right? The same thing we do, like, I teach a writing planning process, and that process is one kind of job, right? The job of, like, making decisions- And executing on those decisions. So the making decisions is another job, and the [00:28:00] executing on the decisions is another job. So just realizing, like, what is my job in this moment, that is a really powerful thing to think about and think like, “No, in the scope of this whole project, my job right now is to make decisions that then I can execute on.”
Jennie: Yes.
Cathy: And also... Yes. And not, and remember then, like, you execute on the decisions, and you might have to go back and make new decisions and execute differently. Like, that’s what composition, that’s what composing is, right? But you, you know, keep the job that you’re, for the stage that you’re at, and stop trying to solve the problems of another stage in the process.
Jennie: So bleeding into other jobs sounds like it’s a energy suck. So for, uh, a, somebody finishing the blueprint, it might be, “Well, now I’m gonna start researching agents and conferences I can go to to pitch at.” And it’s like, “No, you gotta write the book,” right? Yes. Is that-
Outro: Exactly, [00:29:00] exactly ...
Jennie: is that the kind of thing- Yes
yeah.
Cathy: Yeah, and so, like, a- and it’s also, I talk a- I talk in the program about, like, you’re solving the wrong problem at the wrong level, right? Like, that’s an in- perfect example of I’m solving the wrong problem. Like, I don’t, I don’t need to be, like, thinking about pitching agents. I need to be figuring out what my book idea is.
Like, you know what I mean? And so for, like, in, in, in our, in my program, there’s, you know, let’s say I think that what I have is a writing time problem, but if I don’t have writing project management, like if I don’t know how to plan a paper and I don’t know what the stages it needs to go through are, and I don’t know how to manage it in relation to other papers that I have, I can have two hours of writing, and I will sit there and not know what to do with it.
Jennie: Yes.
Cathy: So, like, there has to be, you know, you ha- so solving, you have to solve the right problem. You know? Like I, okay, I have a backlog of papers. I think it’s ‘cause I don’t have enough time. Like, you probably don’t have enough time, but that’s not the [00:30:00] only problem, you know? And that might not be the most pertinent problem to solve first.
Jennie: Right. I love this. I love this for our people finishing Blueprint. Um, and w- I’m curious just to sort of wrap up our conversation, why do you think... ‘Cause something that’s remarkable about the program that you run, which is again at scholarsvoice.com-
Cathy: It’s actually .org, but yeah
Jennie: Oh, dang.
Outro: Dot org.
Jennie: I said it wrong. Don’t worry about it. It’s fine. Scholarsvoice.org. We’ll put it down in the show notes. It’ll go in the show notes. Yeah. Um, well, the remarkable thing is that people love your program. Like, once they find it, they don’t leave. Yeah. They, they stay for a long time. Years. Yeah. Years and years and years.
Yeah, yeah, yeah. Why do you think that is?
Cathy: Because we’re never done. We’re never done as writers.
Jennie: Yeah.
Cathy: Right? Like, we’re always developing, and we’re always [00:31:00] changing, and we’re always responding to new situations. And I just think, like, I think it would be terrible to think, like, “I’ve learned how to write a novel or a book or an article, and now I’m done.
Like, and now I just, like, rinse and repeat for 30 years.” Like, no, that’s not how it works. First of all, it’s just not how it works, and also, would you really want it to work like that? Don’t you want it to get more interesting, different, better? Like, and so that’s why people stay, ‘cause the, the, the curriculum is...
I- it’s called, like, a spiral curriculum, where you could just, like, keep doing it again and again. And as you are going through your career, you are changing, and your situation is changing, and actually the demands of your career are changing. And so you can just continue to do this work over and over again, and, and many people do it and then come back after they’ve had, like, a little career change, and they realize, “Ooh, now all of these things have [00:32:00] shifted, and I need to, like, go back and figure all of this out again.”
And that’s normal and natural and fine and actually amazing.
Jennie: Um, so how can... If people are listening to this, and they’re like, “Wait, I wanna get in on this academic writing-” Yeah ... thing, I... So it’s only for tenured professors. It’s not- So- ... for people who want to be that, right? No.
Cathy: Yeah, so we... It is really for academics.
It’s really geared towards people who are in academic careers, tenured or hoping, you know, tenure-track professors or whatever they call it in the country that you live in, ‘cause it’s called different things. Um, it- we have a lot of people who are mid-career. Like, so it’s not just for early career. Um, but we, we have people at all different career stages, including post-docs, including full-time researchers, and so...
And even sometimes people from industry, like, or nonprofit who are doing research work and need to put out publications [00:33:00] into academic journals. So yeah, and you can go to scholarsvoice.org, and at the top navigation it says, “Publish your backlog,” and that is my Navigate program, which is really focused on helping you publish that backlog of papers and keep papers, like, flowing out into the world.
Um, scholarsvoice.org/navigate is where you’ll find all the information, and you can apply, and it’s open until, open for applications until August 28th.
Jennie: That is awesome. Well, if you’re, if you’re listening, um, now and that speaks to you, you can jump on that. If you’re listening in the future, uh, there will be another opportunity, uh, to get into- Yeah
Cathy’s program. And if you’re listening to the hashtag amwriting, uh, podcast and you’re not an academic, and- You’re finishing a blueprint or you’re realizing after this conversation, “Gosh, I’m doing the wrong job at the wrong [00:34:00] time,” or, “I don’t have a time problem, I have a mindset problem,” or any of these, these ideas that Cathy has shared with us.
Put them into practice and, and I think that for writers listening to podcasts like this is part of the mindset work because- Yes ... you’re listening to bigger conversations and bigger ideas, and you’re getting something in your ear that counteracts that story you’re telling your own self. So, um, I’m just grateful for you, Cathy, for sharing those stories and thoughts with us today, and for doing this amazing work that you’re doing out in the world.
So thank you for joining us.
Cathy: Thank you for having me on the podcast.
Jennie: And for our listeners, thanks for being here. Now let’s get back to work and finish what matters most.
Outro: The #amwriting podcast is produced by Andrew Perilla. Our intro music, [00:35:00] aptly titled Unemployed Monday, was written and played by Max Cohen. Andrew and Max were paid for their time and their creative output because everyone deserves to be paid for their work.
