Show notes
In this episode, I discuss the process of writing and being successful with Mike Munger. What follows is an edited transcript of our conversation. Petersen: My guest today is Mike Munger of Duke University. Mike, welcome to Economics Detective Radio! Munger: It's a pleasure to be on your show! Petersen: So first I stole EconTalk's format and now I have stolen Mike Munger as well, so if Russ Roberts sends me a cease and desist letter, I'll completely understand why. Munger: Russ and I have an open relationship. We both date other people. Petersen: Oh good, good. I have many jokes I could make about that, but I won't! Munger: Thank you for not. Petersen: So, our topic today is going to be writing and thinking. Let's say that because, as we'll go through, the two are intimately related. So Mike wrote a piece titled "Ten Tips on How to Write Less Badly." Now you may be thinking to yourself, "Hey I thought this was an economics podcast! What does writing have to do with economics?" Well, writing is what economists do and if you write either for your career, or your hobbies, I'm sure you'll find something in this discussion that will be helpful to you. So Mike, you start your piece by saying that you've seen many talented people fail because they couldn't or didn't write. I think the impression a lot of people get while growing up is that writing is the easy subject and that math and science are hard, so how is it that these talented people get tripped up by writing of all things? Munger: Well, writing at all is not that difficult, I suppose like running at all is not that difficult. Most of us can at least run 10 meters. The point is that, if you want to be a professional economist, you are one of those people who actually found math pretty easy and you may not have practiced writing very much. So, I said, I've seen a lot of talented people fail because I was Department Chair here at Duke for 10 years and it's hard to get tenure at Duke, it's not a reward for past behavior, it's a hire. We are trying to guess if you're going to continue to produce interesting and important research after all material incentive to do that has been removed. Because once you have tenure you basically can't be fired. It's not quite true, but it's pretty close to true. So you get six years, I've watched 8 people doing this while I was Chair. You get six years to develop your research agenda and to show that you are going to continue to publish after you no longer have any incentive to do that. Now, what a lot of people do is, for four years they'll work on a few things but not very assiduously and the last two years they will work furiously and they'll have two or three things forthcoming and say, well, like it's a video game, I've done enough to get tenure. What they're saying is, if you ever give me tenure I will never publish anything ever again, which not surprisingly doesn't work out well. So six of the eight people who came up were fired. And when I, as Chair, had to tell them this, they cried, they were surprised, which probably means that I am a bad Chair, but I had tried to communicate over and over again that they needed to develop a research agenda and the way to do that is to write about it, and to write about it every day. That doesn't mean that everything that you'll write will eventually be used, but again, I would go back to the running analogy. Or let's say a soccer game. Suppose you knew those six months from now, you'll have a very important soccer game. You wouldn't wait until the night before the soccer game and practice all night. You would practice for an hour or two every day, recover, think about it, try to get better, but that's not how we do writing. All of us, who are at the level of thinking about graduate school and economics, are clever monkeys. We have always been good enough, that we can wait until the night before and write some bunch of crap and have it be good enough, because we're smarter than the other people. Well, now you're in with a group of people all of whom have always been able to do that and some of them are going to figure out that if you actually starts six months in advance, and work on the thing every day, and throw away most of it, time after time, and start over, your paper is going to be a lot better. And if you look at the books and articles that you think are important, the very things that got you excited about being in economics in the first place, none of those, not one, did the author stay up the night before it was due and write it. Adam Smith worked for years on 'The Wealth of Nations.' He showed it to people, he talked to people, he went for walks and muttered to himself. At one point he was so obsessed with what he was thinking about, he walked right into a noisome sump, that is the chemicals leftover after you have tanned leather. He didn't even notice where he was going! It smelled terrible, he didn't even notice by sight or smell because he was so busy thinking about this stuff, that he had been working on for years and would continue to work on for years. So part of this is my own cri de coeur, my own cry from the heart saying, it's so hard to watch talented people fail when they could have succeeded, because they didn't get this simple message---you have to teach other people. Sometimes you do it in the classroom, most of the time you do it through your writing. If you don't get good at that, you're going to fail. So don't start. If you don't think you want to write, don't become an academic in the first place. Petersen: Yeah, I guess another analogy is, you can be very naturally adept at swimming and that can make you an above average swimmer, but not one of those people swimming at the Olympics isn't both an above average swimmer naturally, and someone who has trained day after day, after day to be there. Munger: Not just at the Olympics. This is if you want to enter a swimming contest at the local YMCA, those other people are on the top one half of one percent. They're not near the Olympics, but they're going to kick your butt unless you've been practicing and practicing and practicing. Petersen: Yeah, and I guess undergraduate education is less like the YMCA; it's sort of the kiddie pool. You really can get by without practice, but you won't necessarily get much out of it. Munger: You won't learn much about writing, and what you write won't be very good, it will just be good enough, that because you're clever and good at this you can produce something that the professor is going to read and say "Ok, I sort of see what the argument is, that's better than the others: A." So that's not a 'good enough' it's just a 'better that the other losers' who aren't going to get to graduate school in the first place. And by losers I mean, people who are going to have successful lives. Petersen: Yeah, we have a funny definition of winning in academia. Munger: It's not clear you're really want to win. Although, to be fair getting tenure someplace and having the ability to write every day about the stuff you are interested in, there really is no better life. The problem is with the six or eight and in my case ten years, because I had a hard time finding a job, that went before that. Petersen: Yeah, so that's covered your first tip in that essay, which was, "writing is an exercise." The second tip was to set goals based on an output, not input. Can you explain that? Munger: One of the things that junior people do and that graduate students also do is to define how hard they're working by how long they spend outside of their apartment and in their office and they might even be at their desk, they might be in a coffee shop. What they're not doing, is facing the terrors of that blinking cursor. So the difficulty with any metric based on inputs is that you're not thinking, "am I actually doing something?" A metric that's based on output focuses more on writing. Now, that can be misleading because you can write badly but the same thing would be true of running or swimming. Sometimes when you have a workout it doesn't go that well but at least you're doing it so you wouldn't define how hard you work out by how much time you spent in the gym. You would say what exercises you actually did. It makes no more sense than that to define how hard you work by how much time you spent in the office, going to other offices, drinking coffee, talking to people, checking Facebook. None of that actually counts. So you have to set very high goal, five hundred, seven hundred fifty words per day, every day, five days a week and you will be a famous and successful academic. That again is the sort of dirty secret since no one does this. A lot of economics articles are only ten or twelve thousand words. So if you write five hundred words a day and you end up throwing away three hundred of those words you're still every ten days going to have two thousand usable words. So twice or three times a year you're going to have enough to have a journal article even if you're throwing away 60% of what you write. And here's the other thing: you learn by writing. What I find frustrating is a lot of people will count reading as work and it's not. Reading is an important input to work just like sleep and having a good breakfast. But in order to be an academic you have to write and the nice thing about writing is, you're writing along and you think, "oh right I understand this." You're trying to summarize the argument of some thinker and you realize "I don't understand it!" Now you go back and you read it, but you read it in a way that allows you to engage in a conversation with that writer. The nice thing about writing is that it allows you to communicate over time and space. I can look at something that was written 300 years ago and try to divine what was in the mind of that writer, what is he or she trying to communicate. And good writing creates in my mind an image or a logic similar to what was in that person's mind even though they're distant in time and space. So when I'm writing I read things differently. I've seen people count as reading, they go through a book, they go through an article they have three different colors of highlighting and they always think they're going to come back. None of that actually went through their brain. But if you're writing then you go to read something, you're looking for a specific question. You read better. So I actually ask my graduate students when they're working on their dissertation, on their third or fourth year, to put up a three by five card in their workspace that says: "Don't read, write! If you're writing you'll become a better reader." Petersen: Yeah, there's an irony in someone who has gone through years of economics education, who could explain to you exactly why the labor theory of value is not correct, applying it to their own work implicitly. Munger: Absolutely, it's "My day was valuable, I spent 11 hours at the office. Holy cow!" Petersen: Yeah, my own version of that was at the end of my first year of my PhD, I spent a lot of time in the office and I realized that I spent so little time at home that I actually only went through I think one full roll of toilet paper. So it's sort of the metric being what I didn't do which was spend time at home and therefore in my own bathroom. Munger: We get it. We get it Garrett. But it is interesting, that's necessary but not sufficient for success. Jim Buchanan always said, "The key to success is apply the behind." He didn't say "behind," he used a different word, but apply your behind to the chair. So you're actually in the chair at your desk and you are writing. Now for him that meant moving a pen across a piece of paper, for us it means typing on a keyboard. Either way, if you apply your behind to the chair---the actual chair at your desk, not the one in front of the desk of one of your friends so you can drink coffee and talk---you'll get a lot done. You'll learn a lot and you'll notice after just a couple of years that there's a divergence, not only in your ability to write but in your understanding of a lot of key issues because you've thought of these things pretty deeply. And the thing that's interesting about that is other people who haven't been writing may at one point have been ahead of you. Maybe they were better at classes but you have to learn to make the transition between being good at taking classes---which is why many of us want to go to graduate school---to being good at expressing our thoughts on paper in a way that other people find interesting. So the emphasis on classes is misleading, your first year in class, second year in class---you get A's but you haven't really developed your own research agenda. That's not as good as the person that actually practices, works on writing and after a year or two has developed a talent. Adam Smith has an interesting story about this with the Street Porter and the Philosopher. So the Street Porter and the Philosopher are not as different as the Philosopher wants to think. The difference was the Street Porter spent a lot of time carrying bags and the Philosopher spent a lot of time reading and writing. Well after just a few years they seem like different people but it's because, hour by hour, the philosopher spent time writing. You can be the Philosopher. If you don't write, you're going to stay the Street Porter. Petersen: Another tip you give is to find a voice. Don't just get published. But isn't getting published the point? What's wrong with making that your end goal? Munger: Let's think about entrepreneurs. Suppose you have two people who fancy themselves to be entrepreneurs. One of them says, "I want to make profits, I don't care how." The other one says "I have a vision of this great product that's going to transform this industry." Who's more likely to make profit? The second, paradoxically the second. Well if I say "I don't care about what I write I just want to get published," my work is going to suck. It's going to lack any kind of imagination or motivation or the reader is going to look at it and say "I don't even understand why this guy is writing." But the person that's found something that he or she is passionate about is actually more likely to get stuff published. So paradoxically the way to be published is to be passionate about what you're writing. If all you're trying to do is get published, that's going to come through. It will just seem instrumental and not very interesting. Petersen: Yes. So Scott Alexander writing at Slate Star Codex had an article recently where he made the distinction between what he called pushing and pulling goals, where a pull goal is when you want to achieve something so you come up with a plan and a structure. Whereas a push goal is where you have a plan and a structure so you'd scramble to try to find something to achieve. This strikes me as another version of the same thing where to just "get published," you know you want thirty pages double spaced with some graphs in there and you don't really care what your message is. That's just not a good way to write is what I'm hearing. Munger: Right. It's not a good w…
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