Messages

16

English / How to Be More Creative

« on: February 27, 2020, 02:11:54 PM »

Assuming that you are willing to do the hard work of facing your inner fears and working through failure, here are a few practical strategies for becoming more creative.

Constrain yourself. Carefully designed constraints are one of your best tools for sparking creative thinking. Dr. Seuss wrote his most famous book when he limited himself to 50 words. Soccer players develop more elaborate skill sets when they play on a smaller field. Designers can use a 3-inch by 5-inch canvas to create better large scale designs. The more we limit ourselves, the more resourceful we become.

Write more. For nearly three years, I published a new article every Monday and every Thursday at JamesClear.com. The longer I stuck with this schedule, the more I realized that I had to write about a dozen average ideas before I uncovered a brilliant one. By producing a volume of work, I created a larger surface area for a creative spark to hit me.

Not interested in sharing your writing publicly? Julia Cameron's Morning Pages routine is a fantastic way to use writing to increase your creativity even if you have no intention of writing for others.

Broaden your knowledge. One of my most successful creative strategies is to force myself to write about seemingly disparate topics and ideas. For example, I have to be creative when I use 1980s basketball strategies or ancient word processing software or zen buddhism to describe our daily behaviors. In the words of psychologist Robert Epstein, “You'll do better in psychology and life if you broaden your knowledge.”

Sleep longer. In my article on how to get better sleep, I shared a study from the University of Pennsylvania, which revealed the incredible impact of sleep on mental performance. The main finding was this: Sleep debt is cumulative and if you get 6 hours of sleep per night for two weeks straight, your mental and physical performance declines to the same level as if you had stayed awake for 48 hours straight. Like all cognitive functions, creative thinking is significantly impaired by sleep deprivation.

Enjoy sunshine and nature. One study tested 56 backpackers with a variety of creative thinking questions before and after a 4-day backpacking trip. The researchers found that by the end of the trip the backpackers had increased their creativity by 50 percent. This research supports the findings of other studies, which show that spending time in nature and increasing your exposure to sunlight can lead to higher levels of creativity.

Embrace positive thinking. It sounds a bit fluffy for my taste, but positive thinking can lead to significant improvements in creative thinking. Why? Positive psychology research has revealed that we tend to think more broadly when we are happy. This concept, which is known as the Broaden and Build Theory, makes it easier for us to make creative connections between ideas. Conversely, sadness and depression seems to lead to more restrictive and limited thinking.

Ship it. The honest truth is that creativity is just hard work. The single best thing you can do is choose a pace you can sustain and ship content on a consistent basis. Commit to the process and create on a schedule. The only way creativity becomes a reality is by shipping.

17

English / Re: Creativity Is a Process, Not an Event

« on: February 27, 2020, 02:10:41 PM »

Growth Mindset

What exactly are these “personality factors” that researchers are referring to when it comes to boosting your creative thinking?

One of the most critical components is how you view your talents internally. More specifically, your creative skills are largely determined by whether you approach the creative process with a fixed mindset or a growth mindset.

The differences between these two mindsets are described in detail in Carol Dweck's fantastic book, Mindset: The New Psychology of Success (audiobook).

The basic idea is that when we use a fixed mindset we approach tasks as if our talents and abilities are fixed and unchanging. In a growth mindset, however, we believe that our abilities can be improved with effort and practice. Interestingly, we can easily nudge ourselves in one direction or another based on how we talk about and praise our efforts.

Here's a brief summary in Dweck's words:

“The whole self-esteem movement taught us erroneously that praising intelligence, talent, abilities would foster self-confidence, self-esteem, and everything great would follow. But we’ve found it backfires. People who are praised for talent now worry about doing the next thing, about taking on the hard task, and not looking talented, tarnishing that reputation for brilliance. So instead, they’ll stick to their comfort zone and get really defensive when they hit setbacks.

So what should we praise? The effort, the strategies, the doggedness and persistence, the grit people show, the resilience that they show in the face of obstacles, that bouncing back when things go wrong and knowing what to try next. So I think a huge part of promoting a growth mindset in the workplace is to convey those values of process, to give feedback, to reward people engaging in the process, and not just a successful outcome.”

—Carol Dweck

18

English / Re: Creativity Is a Process, Not an Event

« on: February 27, 2020, 02:10:16 PM »

Intelligence and Creative Thinking

What does it take to unleash your creative potential?

As I mentioned in my article on Threshold Theory, being in the top 1 percent of intelligence has no correlation with being fantastically creative. Instead, you simply have to be smart (not a genius) and then work hard, practice deliberately and put in your reps.

As long as you meet a threshold of intelligence, then brilliant creative work is well within your reach. In the words of researchers from a 2013 study, “we obtained evidence that once the intelligence threshold is met, personality factors become more predictive for creativity.”

19

English / Re: Creativity Is a Process, Not an Event

« on: February 27, 2020, 02:10:01 PM »

Creative Thinking: Destiny or Development?

Creative thinking requires our brains to make connections between seemingly unrelated ideas. Is this a skill that we are born with or one that we develop through practice? Let's look at the research to uncover an answer.

In the 1960s, a creative performance researcher named George Land conducted a study of 1,600 five-year-olds and 98 percent of the children scored in the “highly creative” range. Dr. Land re-tested each subject during five year increments. When the same children were 10-years-old, only 30 percent scored in the highly creative range. This number dropped to 12 percent by age 15 and just 2 percent by age 25. As the children grew into adults they effectively had the creativity trained out of them. In the words of Dr. Land, “non-creative behavior is learned.”

Similar trends have been discovered by other researchers. For example, one study of 272,599 students found that although IQ scores have risen since 1990, creative thinking scores have decreased.

This is not to say that creativity is 100 percent learned. Genetics do play a role. According to psychology professor Barbara Kerr, “approximately 22 percent of the variance [in creativity] is due to the influence of genes.” This discovery was made by studying the differences in creative thinking between sets of twins.

All of this to say, claiming that “I'm just not the creative type” is a pretty weak excuse for avoiding creative thinking. Certainly, some people are primed to be more creative than others. However, nearly every person is born with some level of creative skill and the majority of our creative thinking abilities are trainable.

Now that we know creativity is a skill that can be improved, let's talk about why—and how—practice and learning impacts your creative output.

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English / Creativity Is a Process, Not an Event by James Clear

« on: February 27, 2020, 02:09:26 PM »

In 1666, one of the most influential scientists in history was strolling through a garden when he was struck with a flash of creative brilliance that would change the world.

While standing under the shade of an apple tree, Sir Isaac Newton saw an apple fall to the ground. “Why should that apple always descend perpendicularly to the ground,” Newton wondered. “Why should it not go sideways, or upwards, but constantly to the earth’s center? Assuredly, the reason is, that the earth draws it. There must be a drawing power in matter.”

And thus, the concept of gravity was born.

The story of the falling apple has become one of the lasting and iconic examples of the creative moment. It is a symbol of the inspired genius that fills your brain during those “eureka moments” when creative conditions are just right.

What most people forget, however, is that Newton worked on his ideas about gravity for nearly twenty years until, in 1687, he published his groundbreaking book, The Principia: Mathematical Principles of Natural Philosophy. The falling apple was merely the beginning of a train of thought that continued for decades.
Memoirs of Sir Isaac Newton’s Life by William Stukeley
The famous page describing Newton's apple incident in Memoirs of Sir Isaac Newton’s Life by William Stukeley.

Newton isn't the only one to wrestle with a great idea for years. Creative thinking is a process for all of us. In this article, I’ll share the science of creative thinking, discuss which conditions drive creativity and which ones hinder it, and offer practical tips for becoming more creative.

21

English / Re: Writing for the Web

« on: February 27, 2020, 02:01:06 PM »

Source:
https://www.usability.gov/how-to-and-tools/methods/writing-for-the-web.html

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English / Re: Writing for the Web

« on: February 27, 2020, 02:00:47 PM »

 Testing Your Document’s Readability

Use Microsoft Word’s Readability Statistics feature—part of the Spelling & Grammar check—to measure your progress as you write and edit copy. Try to make your reading ease number go up and your grade level go down. You can improve your readability by using active voice and short words, sentences, and paragraphs.

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English / Re: Writing for the Web

« on: February 27, 2020, 02:00:19 PM »

 How to Write User-Friendly Content

It’s important to target your audience when writing for the web. By knowing who you are writing for, you can write at a level that will be meaningful for them. Use the personas you created while designing the site to help you visualize who you are writing for.

    Use the words your users use.  By using keywords that your users use, you will help them understand the copy and will help optimize it for search engines.
    Chunk your content.  Chunking makes your content more scannable by breaking it into manageable sections.
    Front-load the important information. Use the journalism model of the “inverted pyramid.” Start with the content that is most important to your audience, and then provide additional details.
    Use pronouns. The user is “you.” The organization or government agency is “we.” This creates cleaner sentence structure and more approachable content.
    Use active voice. “The board proposed the legislation” not “The regulation was proposed by the board.”
    Use short sentences and paragraphs. The ideal standard is no more than 20 words per sentence, five sentences per paragraph. Use dashes instead of semi-colons or, better yet, break the sentence into two. It is ok to start a sentence with “and,” “but,” or “or” if it makes things clear and brief.
    Use bullets and numbered lists. Don’t limit yourself to using this for long lists—one sentence and two bullets is easier to read than three sentences.
    Use clear headlines and subheads. Questions, especially those with pronouns, are particularly effective.
    Use images, diagrams, or multimedia to visually represent ideas in the content. Videos and images should reinforce the text on your page.
    Use white space.  Using white space allows you to reduce noise by visually separate information.

It’s also important to create an editorial calendar. You can encourage visitors to return to your site by keeping your content fresh and up-to-date, especially when working with blogs, social media, or dynamic content websites.

Remember that developing web copy in plain language in the federal government is the law. Learn more about the government’s plain language standard and find a checklist  to help you in your projects.

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English / Re: Writing for the Web

« on: February 27, 2020, 01:59:55 PM »

 Identify Your Users’ Top Tasks

People come to your website with a specific task in mind. When developing your site’s content, keep your users’ tasks in mind and write to ensure you are helping them accomplish those tasks.  If your website doesn’t help them complete that task, they’ll leave. Conduct market research, perform a task analysis and other types of user research, and analyze metrics to better understand what users are looking to accomplish.

Knowing your users’ top tasks can help you identify:

    Content to feature on your homepage or landing pages
    Page headers and sub headers
    A logical structure to each page’s content

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English / Re: Writing for the Web

« on: February 27, 2020, 01:59:39 PM »

 Why it Matters

People read differently online than they do when they read print materials -- web users typically scan for  information.  In a study of online reading behavior Site exit disclaimer, Jakob Nielsen found that “on the average webpage, users have time to read at most 28% of the words during an average visit; 20% is more likely”.

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English / Writing for the Web

« on: February 27, 2020, 01:59:12 PM »

When writing for the web, using plain language allows users to find what they need, understand what they have found, and then use it to meet their needs. It should also be actionable, findable, and shareable.

It’s important to understand how what you are writing fits into the overall content strategy, what the content lifecycle entails, and who is involved in the process.

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English / Re: Overview of L2 Writing

« on: February 27, 2020, 01:55:10 PM »

Writing is a Process

Writing is a complex process that requires the author to be aware of and combine various components of language successfully.

While the physical act of writing is fairly automatic for adult writers, in the L2 it becomes a conscious process once more, especially if the L2 orthography is different from the learners' L1. The same is true if the rhetorical style of the L2 is vastly different from that of the L1 (this is particularly relevant for longer writing assignments).

L2 writers spend less time planning and organizing ideas and have more difficulties with these steps (Silva, 1993). To counter this, L2 instruction should include time for planning both content and form, for generating ideas as well as for improving accuracy.

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English / Re: Overview of L2 Writing

« on: February 27, 2020, 01:54:35 PM »

mechanics:
punctuation, spelling (accuracy), capitalization, etc.

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English / Re: Overview of L2 Writing

« on: February 27, 2020, 01:54:19 PM »

orthography:
the way to write letters or symbols of written language; handwriting

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English / Re: Overview of L2 Writing

« on: February 27, 2020, 01:54:04 PM »

pragmatics:
implicit messages a text conveys to the reader; shared expectations for communication by a social group (e.g., ways to greet in a letter, appropriate ways of phrasing ideas, etc.)