| Over the years, many people have asked | | | | 1. Being sensitive to the differences |
| me to look at their writing. "I need to | | | | between words. A good dictionary can |
| know, do I have talent or not," they | | | | help with this, if you consult it to |
| say. "Then I'll know if I should pursue | | | | learn, for example, whether a "cauldron" |
| writing or stick to accounting." | | | | is the same as a "kettle" or when a gang |
| Their request is seriously flawed, I'd | | | | member would be said to have "bravery" |
| reply. Anyone can become a better | | | | and when "bravado." |
| writer. When I taught English | | | | 2. Recognizing that getting your message |
| Composition at various colleges, I saw | | | | across has less to do with what you |
| irrefutable proof of this. Students who | | | | meant and more to do with how readers |
| submitted hackneyed, half-dead writing | | | | understand the words you put together. |
| to start with turned in lively, | | | | If no one "gets it," you must write it |
| well-written essays by the end of the | | | | differently. Often this lesson is harder |
| semester. Likewise, I've seen plenty of | | | | for those who feel desperately called to |
| writers whose work seems plain and | | | | write than for those with a more |
| unimaginative get assignment upon | | | | matter-of-fact attitude toward writing. |
| assignment from magazines while others | | | | 3. Being willing to put a piece of |
| with dazzling wordcraft skills can't get | | | | writing aside, look at again in the cold |
| published anywhere. | | | | light of the morning and rearrange, |
| According to Stanford psychology | | | | replace and revise the elements of the |
| professor Carol Dweck, I was right to | | | | piece to tell the story more clearly and |
| question the query about talent. Dweck's | | | | more artfully. |
| book, Mind-set: The New Psychology of | | | | 4. Having the discipline to learn and |
| Success, reports research showing that | | | | apply the rules of spelling, grammar and |
| in education, the arts and business, | | | | usage. Yes, when your work is accepted |
| people who believe talent is fixed and | | | | for publication you'll usually have an |
| inborn do not fully develop their | | | | editor who'll save you from major |
| potential and do not recover easily from | | | | mistakes. But editors prefer working |
| setbacks. | | | | with those who know and follow the |
| Those who believe talent can be | | | | standards of professional writing. |
| developed, regardless of apparent | | | | 5. Being able to bounce back from |
| starting point, not only achieve more | | | | disappointment. In the writing business, |
| but also prompt greater achievement in | | | | the possibility of rejection never goes |
| their children and staff. | | | | away. Successful writers learn not to |
| Her best news: You can change your | | | | take it personally for more than an hour |
| mind-set about talent or intelligence. | | | | or so, then they simply go on to the |
| In only two months, kids who were taught | | | | next publication outlet or the next |
| that the brain, like a muscle, improves | | | | writing project. |
| with exercise sawtheir math scores | | | | From what I've observed, these five |
| rocket from F's to B's. | | | | skills and attitudes matter much more |
| Toss out the belief that you either have | | | | for success as a writer than anything |
| writing talent or you don't. Instead, | | | | we'd generally label as talent. Resolve |
| approach getting published as requiring | | | | to develop yourself along those lines |
| a set of skills that you can | | | | and you're certain to get somewhere as a |
| deliberately learn. These skills | | | | writer. Really! |
| include: | | | | |