We have reached that point in the semester at which one is not only expected, but required, to have original thoughts.

Yes, folks, it’s paper-topic-pitch time.

You see, before you begin work on your final paper, you need to check in with your professor and ensure that you’re on the right track.  You need to ensure that your idea is A) what the professor is expecting from a final paper, B) viable in the confines of your time schedule and resources, C) interesting both to you and said professor, and D) not an egregious example of something totally done before (which you didn’t know about because you’re a lowly grad student, but your professor does because he’s a total rockstar).  To check in with your professor, you need to first formulate an idea, then do some amount of preliminary research to ensure that (should you be given the green light), this is a viable project in terms of the amount of work already done in the field.  In addition, you never want to walk into a professor’s office and sound completely “green”; knowing what you’re talking about (even if you don’t really know what you’re talking bout) is KEY in academia.

For some, this process  occur later in the semester than for others.  I personally like to start

Romantically, I would like to think that he NEVER had this problem. Realistically, he probably had it ALL THE TIME.

as early as I can.  While it is POSSIBLE for me to pump out a research paper in a month, ideally I like six to eight weeks to produce something complete, intelligible, and intelligent.  Especially when I’m working on multiple projects at the same time.

Which means that, now that I’ve done about half a semester’s worth of reading in each class, I now need to have something to say about it… something original, something ready to be backed by research, something that can sustain the breadth and depth of a twenty-ish page research paper.

This comes easier in some classes than others.  Sometimes I’ll have an idea going into a class.  Sometimes something will spark when doing class reading.  And sometimes I’ll be left with pen in hand, a blank screen, clutching my Norton fervently and paging through the reading furiously to try and eke something out.  Usually, I’ll have a fairly solid idea for one class, then something more amorphous for a second, and only the barest hint of concepts for the third.

This semester, for whatever reason, I’m feeling extremely pinched to come up with something worth exploring.

It’s not that my classes aren’t interesting or thought provoking.  It’s not that there hasn’t been enough reading to spur ideas from.  It’s certainly not that my professors are sub-par.  I think my current state is simply an immediate effect of second-semester burnout.  My mind has gone so numb with EVERYTHING I AM CRAMMING INTO IT EVAR! that original thought is almost beyond me at this point.

The worst part is that idea conception is probably one of my favorite bits about academia.  The creative spark is something that, as an artist, I’m always excited about.  There’s nothing quite like that moment when the lightbulb flicks on and a single idea snowballs into something feasible, even more interesting than you had initially thought, and something which you’re excited to share with the world at large (or at least your colleagues… or at the very least your professor).  I’ve been fascinated in recent years by the idea of structured creativity; the sort of artistry that an academic can bring to one’s work.

There’s no doubt that creativity is a must-have for my job.  The ability to think laterally is what makes a good researcher, a good idea-chewer, and a good scholar.  The ability to effectively communicate the culmination of this makes a good writer.  In order to be successful in this field, one needs all of these qualities.

Far too often, creativity is suppressed in the graduate student.  As I addressed in my post earlier this week, we are simply force-fed so much information that digesting all of it into one’s own self is simply impossible.  There is no way that I will walk out of this semester able to truly own the majority of what we’ve been given.  The best I can hope for is a lasting memory (aided by good notes) of the Wise Words of Wisdom my professors have uttered, a sense of the dominant theories we’re dealing with, and a few good papers which I can advance as personal projects.

Of course, that is, if I can come up with some brilliant ideas about what I should write.  Or

one of these! That's what I need!

even a starting place.  I’ll take a starting place at this point.

…maybe I just need a drawing board.  It can’t hurt, right?  I bet I could find room for one in my apartment…