ABSTRACT
Although writing is a key element of scholarly activity, Learning Development’s positioning within the third space means that Learning Developers’ expectations for writing may be internal as much as external, or a combination of the two, or neither. All too often, the lack of time is cited as a reason to not write, yet developing strategies to overcome this particular barrier does not give the whole story. Rather, it is necessary to understand our relationship with writing, our needs and proclivities, and also our inhibitions. This chapter presents a framework for understanding our writing tendencies, so we can then identify strategies that will allow us to formulate and meet our goals, and write effectively in collaboration with others.
