Johnson, W. B., & Mullen, C. A. (2007). Write to the
Top! How to Become a Prolific Academic. NY:
Palgrave MacMillan
Pp. xvi + 200 ISBN 1-4309-7743-7
Reviewed by Janet Tareilo
Stephen F. Austin State University
October 22, 2008
Through the eyes and experiences of two
established academics and authors, Brad Johnson and Carol Mullen,
Write to the Top focuses on the professional world of the
professorship and their need to become a prolific writer. Johnson
and Mullen provide sound advice, doable strategies, and valuable
secrets with the intent to improve scholarly writing for the
newly positioned professor as well as those seeking tenure. They
create a “can do” plan for completing writing
projects all the while giving words of encouragement for
professors as they begin with the initial stages of writing to
publishing a finished product. Clearly, the reader will be able
to sense the authors’ personal experiences with writing as
each chapter unfolds with the many aspects of becoming a prolific
writer. Write to the Top serves as a reference guide for
the world of academe with Johnson and Mullen acting as mentors
through the rough and rewarding moments associated with the
university requirements for scholarship.
Throughout the eleven chapters of the book lie 65
tried and true secrets that the authors offer as small gifts of
advice to anyone seeking to improve their writing abilities and
their hopes for tenure regardless of the number of years of
service to higher education. These well-organized sections of
information begin with an introduction into the world of writing
and lead the reader through decision-making points,
implementation assistance, and follow through steps. New
academics venturing into the world of scholarship will feel as if
Johnson and Mullen are holding their hands as they become
successful writers on their way to achieving tenure.
If becoming a prolific writer is the journey new professors
must take, then Mullen and Johnson are the ones to lead the way.
Through Write to the Top, these authors provide a
wealth of information about the life in higher education that
faces many professors and the one that will surely face the newly
positioned academic. “Becoming a prolific writer is no easy
task. It demands long hours, unflinching dedication, and the
capacity to delay gratification while keeping eyes locked on a
goal” (p. xvi). With this in mind, Johnson and Mullen
present suggestions that are both experienced-based and
worthwhile in a language that is clear and easy to follow. As
each chapter presents its secrets for helping professors become
prolific writers, the life and career expectations for professors
in the world of academia begin to unfold.
When starting any new adventure, the
beginning involves careful thought, a well-organized plan, and a
willing spirit. Whether planning a vacation or entering the field
of higher education as a professor, certain issues arise that
require particular attention. The first step is not always the
hardest to make. For example, entering the world of academia
demands new professors devote time and energy to scholarship,
teaching, and service if gaining tenure is their ultimate goal.
There exists a clear expectation for the writing and publishing
of papers regarding research issues or expanding an existing
knowledge base. Accepting this factor as a required element for
the professorship is the easy part of the new journey. How to
accomplish this feat involves more than merely accepting the
responsibility to write. It requires those in academe, regardless
of their years as a professor, to become prolific writers.
Understanding the Life in
Academe
While each chapter of Write to the Top
offers an overview of personal practices and beliefs that govern
the world of academic writing, Mullen and Johnson capture the
reader’s interest early in the book with their frank and
direct discussion of the reality of what new professors actually
face. Their suggestions provide a spring board for new academics
as they jump into the professorate and its writing demands. By
recommending suggestions for time management, offering continuous
words of encouragement, and setting examples of ways to foster
collegiality, Johnson and Mullen lead those just beginning a life
in academe to a better understanding of what will be required of
them. Most of all the authors set in motion the thought processes
that need to become second nature to prolific writers.
When building any foundation, the focus for laying the
groundwork should be of the utmost importance. For the
development of prolific writers, the groundwork logically begins
with thoughts of writing. Mullen and Johnson start by simply
telling the reader that the life of a college professor includes
becoming a writer, a prolific one at that, if one wants a
successful life in academe (p. 1). By deciding to take on the
life of a professor, a very deliberate choice is made, in that,
writing happens every day, writing takes precedence over extended
lunch breaks, and writing give one permission to say
“no”. Basically, Johnson and Mullen open a door of
thought to newly positioned professors as they turn
“thinking about their writing” into “acting
upon their writing.”
The Habit of Writing
For many new professors, the most difficult first
step lies in making the decision to actually begin the act of
writing. This becomes somewhat easier as they establish a habit
of writing. In Write to the Top, Johnson and Mullen ask
professors to answer simple questions regarding their quest to
become prolific writers, their passion for writing, and their
commitment to writing. By truthfully answering these questions,
professors develop personalized writing habits early in their
careers.
Mullen and Johnson lay down a gauntlet-like
challenge for making writing a part of everything a professor is
and does (p. 5). From undisciplined trains of thought come
systemic procedures for completing writing projects. The authors
accomplish this by encouraging young academics to guard and
protect their time, by maintaining the importance of creating a
schedule for writing, and by insisting young writers take
advantage of their “writing flow” and to stay engaged
in the writing process as long as they can (p. 40).
Because “writing can be exceptionally hard work”
(p. 6), Johnson and Mullen present valid strategies for
consideration that will assist new professors in assuming writing
responsibilities and accepting the other duties associated with
the position such as teaching and service. The authors contend
managing the day with a “to do list” only fosters
organizational tendencies and actually provides established times
for writing (p. 43). Additionally, Mullen and Johnson use the
idea of “marrying” research endeavors and teaching in
order to connect two expectations of the position that will work
in conjunction with gaining tenure
(pp. 31 -32).
As much as Johnson and Mullen are committed to developing
prolific
writers through providing informative suggestions and ideas,
they are equally steadfast in their responsibility to address the
possible pitfalls that arise when the development of sound
writing habits is not taken seriously. For many new professors,
finding avenues for service and coming to terms with teaching
assignments overshadow their attempts to initiate and begin any
scholarly endeavor. While the authors encourage the development
of collegial relationships, they also suggest new academics learn
how to “separate demands that are reasonable from those
that are not” (p. 26). They also warn that taking on or
volunteering for too many department duties may actually result
in “self-sabotage” (p. 38).
More importantly, Johnson and Mullen urge
academics to make writing a joy and not a drudgery that would
cause any avoidance or distraction to the writing task at hand.
Evolving prolific writers should expect occasional bouts with
delays and even possibly writer’s block. When facing this
dilemma, prolific writers do not linger in returning to the
writing assignment. They realize this only result in further
delays. The authors encourage blocked writers to accept this
aspect of writing as something that happens to all writers and
move on as soon as possible.
The joy of writing also comes from the choice of
co-authors. Johnson and Mullen promote the idea of sharing the
writing experience with fellow professors who share similar
research agendas, writing styles, and expectations that will
strengthen writing productivity. The authors strongly encourage
professors to “foster a supportive writing network”
that includes colleagues, mentors, and support faculty from other
disciplines (pp. 80 – 81). With the ideas of finding
“mutually beneficial” writing partners (p. 81),
Johnson and Mullen induce aspiring prolific writers to learn when
to leave a writing project if necessary and not be concerned when
a joint writing venture turns into an independent writing
endeavor.
As much as the authors are concerned about the
professional development of prolific writers, they equally
provide suggestions for maintaining personal health during the
writing process. Encouraging new professors to develop a writing
plan that leads to published works and continuous productivity
involves time, dedication, commitment, and stamina. This
continuum design limits the effectiveness of the writer if he is
tired or unnourished. Avoiding personal health needs such as
sleep and food actually leads to the “impairment of
one’s performance” (p. 53). Mullen and Johnson know
first hand that the completion of any writing endeavor involves
both a healthy physical and mental awareness of the art of
writing that in turn leads to a positive and productive habit of
writing. Write to the Top provides many steps to assist
newly positioned professors in developing this habit while
continually encouraging new academics in how to form a positive
attitude for writing.
The Attitude of Writing
Chapter 4, “Developing the Attitudes
and Perspectives of a Prolific Writer”, contains some of
the most important concepts for developing a positive attitude
for writing that it could actually stand alone. Developing
productive writing strategies and habits are only small steps in
becoming a productive and professional writer. Whether writing a
comic strip for a newspaper or law briefs for a journal,
maintaining schedules, knowing deadlines, and completing the
project revolve around an industrious habit of writing. However,
Johnson and Mullen expect authors to ingrain these habits early
on in their careers and once established, develop a positive
outlook for writing. In chapter 4, they bring the new
professoriate into a part of the writing world that involves
patience, persistence, and rejection. These experiences are
individual in nature and will defeat some and strengthen
others.
The development of an attitude for writing
encompasses more than looking forward to meeting a blank sheet of
paper or an empty computer screen. With pleasure and delight,
writers should view these empty spaces as open possibility for
words that will leap from their thoughts and inspire thinking and
action. Mullen and Johnson, through the previous chapters, expect
a writer’s attitude to extend beyond the actual excitement
of writing. They want a writer to see the writing experience as a
“privilege” (p. 59). And, with this privilege comes
the opportunity for continued growth as a writer.
For professors seeking tenure, the act of writing
and publishing works is not an option. Johnson and Mullen also
point out that “professors are expected to be learned,
invested in their students, unequivocally fair, and active
contributors to their reservoir of knowledge through original
writing and research” (p. 61). It is through successful
writing and research endeavors that professors acquire the
privilege of contributing to their profession. The authors also
suggest a sense of privilege ensues when “productive
scholars” receive positive feedback, recognition, awards,
and gratification for completing successful writing projects (p.
61). However, the path to accomplish this sense of worth may not
be easy or simply achieved.
On their way to accepting writing as a privilege,
Mullen and Johnson suggest professors take heed to some of the
barriers they may face. Saving a job or “surviving”
may be the only reason a professor completes writing assignments
(p. 62). If this is the case, they are only feeding a fear that
may actually prevent them from establishing the joy of writing
they should be seeking (p. 63). This feeling negates any positive
emotions they have regarding the art of writing and needs to be
avoided at all costs. Building “an intellectual curiosity,
a need for achievement, and a joy at accomplishing feats”
assists new professors in establishing a “writing to
thrive” attitude that will lead to personal and
professional successes (p. 63). Johnson and Mullen challenge
newly hired professors to explore their feeling about writing and
the place it holds in the context of their entire university
careers (p. 64).
Another important point to this chapter addresses
a mantle of formidability that new authors require as they learn
about becoming prolific writers. This formidability, as suggested
by Mullen and Johnson, comes from the development of patience,
persistence, and tolerance when facing the possibility that
submitted works could be rejected. The authors contend that
patience will see a writer through monotony, missed deadlines,
and unyielding editors (p. 64 – 65). When developing a
positive attitude toward writing, new professors must accept
rejection as a vehicle for sustainable growth (p. 67). In fact
the authors refer to this as “dogged persistence” (p.
67). That is, willingness on the professor’s part to revise
or modify a submitted piece of work until it is finally accepted.
After developing a sense of patience and persistence, learning
from rejection builds the acceptance and tolerance maturing
writers seek.
Rejected pieces of work may prove to be diamonds
in the rough for new scholars. After spending countless hours on
a writing project only to have it rejected certainly ignites
feelings of anxiety and despair. However, Johnson and Mullen
remind the reader that developing a sense of tolerance toward
rejection can actually lead to a positive and meaningful end
result (p. 69). Through re-editing completed works, paying close
attention to reviewer’s suggestions, allowing for time away
from the writing project, and becoming mindful of the reasons for
the initial rejection, the initially rejected writing endeavor
turns an unwanted piece of coal into and diamond worth having.
The authors also explain how overcoming the sting of the
rejection becomes quite rewarding as writing careers begin to
flourish and professors gain acceptance as prolific writers.
This chapter of Write to the Top connects
the mechanics of writing needed by new professors to acquiring a
heart for writing that will transform struggling writers into
prolific writers. Mullen and Johnson encourage professors to
bring a willing mindset for writing to every encounter between
them and empty pages. This equally means that recognition as
prolific writers is possible when their attitude of writing is
based on productive habits, the essence of writing is
well-established, and in the face of rejection, a prolific writer
perseveres on toward scholarly success thus creating a strength
of purpose and character that supports new professors in their
writing endeavors.
Involving Others
As the reader continues to move through the many
suggestions and secrets for becoming a prolific writer offered in
Write to the Top, Johnson and Mullen take a moment to veer
from what writers should do for themselves and discuss the
importance of the contributions others make in helping academics
become productive writers.
In addition to the advice presented for the
preparation of becoming prolific writers, Mullen and Johnson
offer sage wisdom regarding when and how to serve as a
contributing author on a writing project. In earlier chapters,
the authors’ many years of experience helps guide and lead
new professors as they enter the world of academia and its
requirements. Their advice includes remaining focused on writing
endeavors, establishing productive work habits, and maintaining a
positive outlook on writing. In an attempt to see prolific
writing as a whole, the authors suggest that building
collaborative relationships is vital for the development of a
complete and successful author (p. 79).
Collaborative efforts in writing do much more than
create a sense of collegiality. These efforts help to ensure
department advancement, lead to professional growth, and create a
“supportive writing network” (p. 80). Johnson and
Mullen take the concept of collegiality to higher level of though
by introducing a theme of duality. The authors address the
duality of collaboration by including tools for networking and
writing ventures as well as suggestions for knowing when to end a
nonproductive collaborative effort. The dual modality then of
collaborative writing as shown by Johnson and Mullen also means
accepting a piece of work may be a “dead-end project”
and needs to be left for the sake of personal and professional
survival (p. 91).
Because of the importance placed on scholarship, a new
professor actively seeks a variety of ways to publish their
written works. In the beginning, this involves collaboration on
writing projects. Yet Mullen and Johnson, with their concept of
duality, also provide advice for “knowing when to cash
out” (p. 91). On one hand, collaboration of productive
writing projects encourages a “team player” concept.
The other side of collaboration; however helps guide writers to
accept the fact that in some instances withdrawing from a
time-consuming, demanding writing task may prove to be the wisest
choice; “…none of us can afford costly distractions
for which the scholarly price is loss of precious time and
energy” (p. 94). Johnson and Mullen believe that prolific
writers will gain a wealth of wisdom by considering the duality
of collaboration as a vehicle for continued success.
In their attempts to build prolific writers and
instruct them in the ways to avoid writing pitfalls, Mullen and
Johnson furnish new academics with warning signs and support by
giving them permission to gracefully withdraw themselves from
nonproductive writing ventures (p. 93). They add that “To
become prolific, you must master the art of detecting writing
project stinkers early on…dropping them like hot
potatoes” (p. 93). The elements of invested time, scholarly
potential, and the working relationship within the writing effort
may cause more than a moment of self-reflection. Through the
examination of these elements, the authors contend that leaving a
writing project that causes stress, hoards time, and provides
little enjoyment should not only be disregarded, but disregarded
for both professional and personal reasons.
The creation of a network of writing colleagues
presents no problem as many professors are encouraged to
“join in” on a variety of writing and research
possibilities. Because new academics continue to seek
opportunities for scholarship, these efforts assist them in
achieving this goal. Finding fellow professors who have similar
writing habits, who provide a sense of mutual support, and who
equally seek scholarly endeavors, leads to an increased rate of
scholarly publications (p. 83). Mullen and Johnson add that
“joining with the right coauthors…deepens our insight
and broadens our knowledge base…” (p. 83). For
determined professors, the key to productive collaboration is
finding the right person or group that enhances the individual
writing experience while at the same time increases the field of
knowledge in particular areas of research. Johnson and Mullen
advise new academics to carefully discern when to stay on a
writing project and when to abandon the project for the sake of
learning (p. 93).
Developing a System of
Writing
The first five chapters of Write to the Top
lay the groundwork for a newly placed professor who not only
desires to become a prolific writer and successful scholar but
one who also hopes to secure tenure. Chapter 6, “Practice
Systematic Writing from Start to Finish”, and chapter 7,
“Revise, Edit, and Revise Some More”, focus on
elements of writing that move a professor from thinking writing
is an art to thinking of writing as a craft. Mullen and Johnson
quickly point out in previous chapters that putting words on
paper, accepting a personal attitude toward writing and creating
a daily habit of writing reflect the importance of writing as an
art. However, developing the craft of writing entertains many
other facets as the whole of the writing process unfolds in these
two chapters. With this in mind, the authors assist the reader by
adding a technical lens to help them improve their writing
potential.
If the art of writing encompasses the emotional
and attitudinal realm of writing, then the mechanics translates
into the “how” of writing. Johnson and Mullen offer
valid and systematic precepts for new academics by suggesting
they create an organized, clean, and efficient work space. As
with the other secrets offered in these chapters, the authors
remind professors that “Organization in writing enhances
productivity” (p. 96). Whether it’s the use of color
coded folders, using their technological expertise, or making
dual copies of every completed work, Mullen and Johnson urge new
academics to explore and then establish the organizational system
that works best for them. The key point to a successful
structured management system that leads to scholarly productivity
is not in the exploration of techniques; it is in the maintenance
and dedication to the technique chosen.
In chapter 6, Johnson and Mullen provide a list of
nine elements that sustain the concept of writing as a craft that
should be undertaken with seriousness and commitment by any
author. These nine steps follow an outlined path from the
beginning by finding a proper title for the paper, to making
notes of important concepts, and finally ending with a finished
product ready for review and revisions (p. 101). By observing
these steps, the framework for systematic writing leads
professors in the development of a process that saves them
valuable time and leads to an array of published works (p. 101).
Learning any craft can be a difficult and arduous
process. There are times when simply giving up instead of
learning new points for improvement is much simpler. In order to
forego any thoughts about quitting or giving up on writing
endeavors, Mullen and Johnson offer new professors “down to
Earth” advice for developing the craft of writing. First,
they suggest that finding the right title for a writing project
gives it an identity (p. 105) when “people read your title,
they will quickly form an impression of what you stand for and
what issues you care about and want others too as well” (p.
106).
Second, working on one manuscript at a time, from “start
to finish” develops a linear progression that calls for
complete commitment to a project “before moving on to the
next” (p. 106). This practice builds a character of
determination in new professors and helps them establish a
successful writing practice. Johnson and Mullen warn about down
time that may results in this process and further suggest having
other writing possibilities “waiting in the cue” (p.
108).
The third piece of advice given to new academics in their
quest to develop their expertise in the craft of writing is two
fold; consider manuscripts that have a multiplicity of purpose
and chose ones that speak to the writer’s expertise or
interest. Mullen and Johnson encourage new professors to actively
seek and explore writing endeavors that “get the biggest
bang for their buck” (p. 109). At the same time, they
expect writers to find those subjects or topics of research that
focus on scholarly interests and then become an expert in that
field. The authors contend that “the more specific your
area of expertise and the more productive you are within your
specialty area, the more rapidly you will be identified as a
rising star from the broader scholarly world” (p. 113).
Finally with all the shortcuts and suggestions given by the
authors to assist new academics in their quest to become prolific
writers, the authors render probably the most important aspect of
writing; write for quality. As the authors lead the reader
through each chapter and writing secret in the book, they are
clearly committed to the development of successful prolific
writers. However, the expectation for quality manuscripts and
products does not go unmentioned, “a single published work
in a top-tier outlet or a piece with profound impact on the field
can make a bigger impact on your station in academe than 50
mediocre works in a low-level journal” (p. 120).
Encouraging new authors to find a balance between quantity and
quality remains a guiding focus for Johnson and Mullen
(p. 122).
Chapter 7 returns the reader to their high school English
class with reminders about the importance of making continuous
and accurate grammatical revisions. The authors expect prolific
writers to use correct syntax, style, and wording to create
conscious and clear pieces of work. Simply because a paper or
manuscript is finished does not mean the work of writing is done
(p. 124). The words may be on the paper but the work is far from
ready to publish. They suggest prolific writers review the piece
several times, act as their own reviewer and illicit assistance
from an additional reader to ensure the purpose and intent of the
work are clear, the mechanics of the writing is aligned with
submission requirements, and the piece is worthy of publication.
Once submitted and the piece is edited, the necessary changes
need to be made as soon as possible and the work resubmitted.
Mullen and Johnson contend that “revising work-sometimes
repeatedly- is one of the mainstay activities of the most
prolific scholars” (p. 129). The practice of revision acts
as an integral part of the craft of writing because it is the
culmination of a good habit of writing as well as a positive
attitude of writing.
Write to the Top provides new academics with a logical
and possible plan for making writing a way of life and not merely
a duty to scholarship. Accepting that, Johnson and Mullen include
a chapter on the emotional side of writing that may prevent a
professor from becoming a successful and productive prolific
writer. Chapter 9, “Tackle Thoughts and Emotions that Block
Productivity”, offers reasons as to why new academics may
unknowingly interfere with their own productivity. For some
reasons, the love of writing transforms itself into the idea that
writing is really a demand (p. 146). In addition, irrational
beliefs regarding individual emotional wellness invade the mind
of the new writer and create a “self-defeating
behavior” (p. 147).
The authors also warn against the syndrome of procrastination
that translates into the thinking that “procrastination is
laziness” (p. 148). With that caution comes the point that
“procrastination has the same quality as quicksand in the
life of a scholar” (p. 149). Mullen and Johnson urge
professors to not take a day off from writing that may
inadvertently lead to weeks away from their writing (p. 149).
When established early, reward and recognition for completing
writing projects help young prolific writers avoid the pitfalls
of procrastination.
Johnson and Mullen do not want to leave the new professor with
just valuable information regarding the principles of writing or
the establishment of productive writing habits without explaining
a little about the world of publishers and publishing. The
authors point out that the world of writing is definitely one
thing and the world of publishing quite another (p. 160);
“consideration of craft and audience are paramount in the
publishing world, and these are learned skills” (p. 160).
With that said, Mullen and Johnson want new academics to learn
that (a) seeking the advice and counsel of peer reviewers ensures
success, (b) becoming an objective reviewer requires trust and a
lack of ego, (c) creating a network of accomplished mentors adds
to the publication life of an aspiring academic, (d) carefully
preparing published-ready manuscripts results in a quick turn
around for submissions, and (e) communicating clearly and
precisely with editors builds connective junctions that will
continue through a lifetime in academe (pp.159 – 174).
Concluding Thoughts
Those new to the world of the professoriate face the
responsibility of scholarly writing with a myriad of feelings and
fears. Brad Johnson and Carol Mullen have, in Writing to the
Top, offer a wealth of well-founded secrets that will lead a
newly hired professor through the personal and professional
development of writing skills that ensure scholarly success. They
explore writing as an art and a craft that requires reflective
thought and action to complete any and all writing endeavors. The
joy of writing is at the forefront of the book as Mullen and
Johnson take several opportunities to ensure that the pleasure of
writing is evident throughout the writing process as well as in
the development of the habits and attitudes associated with the
art of writing. Reading Write to the Top will not
singularly make anyone a better writer or ensure tenure for
hopeful professors. What the book will do is make writing a
thoughtful and meaningful endeavor to be practiced over and over
again until a successful and prolific writer emerges.
Through more than 200 pages and 65 writing secrets, Johnson
and Mullen not only provide sound and sage advice, they look into
the mind and heart of newly hired professors. They hold their
hands, they support them with encouraging words, and with a
“We’ve been there” frame of reference they
share their passion for writing. The voices of the authors and
their use of common understandable language lead readers toward a
successful path to becoming a prolific writer.
On a personal note, two years ago, I left the busy world of the school
principalship and entered into the field of higher education as
an assistant professor at a major university in Texas. I knew
about the responsibility of scholarly writing, teaching, and
service in order to attain tenure. However, it took some time to
accustom myself to a daily schedule that did not begin at 5:30am
and end twelve hours later. No outside pressures came from
parents and no worries about state mandated testing presented
themselves. The office hours required by the university were only
a fraction of the hours I put in for 26 years as a public
educator. That is not to say that pressures did not exist.
All at once, colleagues encouraged me to write
with them or add a piece to a chapter. Feelings of inadequacy
filled my thinking because of the level of works the department
had previously published. I wondered if my writing could stand
with theirs as scholarly and beneficial endeavors to the field of
educational administration. Procrastination entered into my world
as I tried to became accustomed to balancing the teaching
requirements with the need to publish. Having Write to the
Top in the beginning of my professorship would have made the
learning journey toward becoming a prolific writer much
easier.
Johnson and Mullen provided point-by-point advice,
suggestions, and instructions for anyone seeking accomplishment
and recognition as prolific writers. While usually positive with
their recommendations, the authors do not always paint a perfect
picture of the world of writing. I found these points to be just
as important to someone thinking that writing is a simple and
mechanical act. They presented two sides to the world of writing,
good and bad, to allow an aspiring writer to become both
personally and professionally successful.
This book will continue to be a source of information that I
will use to create and sustain me as I improve and grow as a
prolific writer. Their passion for writing and their purposeful
intent to assist other academics is the essential core of the
book.
About the Reviewer
Janet Tareilo
Stephen F. Austin Sate University
Department of Secondary Education & Educational
Leadership
EdD, Sam Houston State University, 2004,
Educational Leadership
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